La riluttanza degli insegnanti verso l’apprendimento basato sui giochi digitali. Risultati di uno studio pilota di formazione e ricerca sull’apprendimento basato sul gioco in Italia.

This study explores the phenomenon of digital gaming acceptance, especially when it comes to “primo ciclo” teachers (students aged 3 to 14), who choose to do a training course on game-based learning (GBL), but who express disinclination towards video game use. The few pertaining studies carried out on this matter have called for training-research to be conducted to understand what fosters the integration of the digital and non-digital game repertoire. Through the initiation of a training-research project with a qualitative sample of 56 teachers from 3 schools of different regions of Italy, the idea is to understand the effects on teacher beliefs and attitudes after attending such courses on GBL. A mixed-method analysis of the pre and post course semi-structured questionnaires, with likert scales and open-end questions, shows a higher propensity towards game integration in the classroom, but not for digital games, due also to a disinterest towards school digitalization altogether.