Italian Teachers’ Attitudes and Competence According to the Acceptance Game-Based Learning (AGBL) questionnaire

Abstract

In an ever-evolving educational landscape, the adoption of innovative approaches such as Game-Based Learning (GBL) has gained increasing attention for its potential to enhance student engagement, foster active learning, and promote intrinsic motivation. However, the systematic integration of such practices remains limited. This study aims to examine the attitudes of Italian teachers toward GBL, focusing on the role of demographic variables such as age, teaching experience, and school level as potential predictors of openness to these methodologies. The research was conducted using the Acceptance of Game-Based Learning (AGBL) Questionnaire, specifically developed and validated to measure teachers’ willingness to adopt games as a teaching strategy. The questionnaire, grounded in well-established theoretical frameworks like the Technology Acceptance Model (TAM) and the TPACK-G framework, was distributed online to a random sample of 2,752 teachers across all school levels in Italy. Data analysis was carried out using ANOVA and multiple linear regression through Jamovi software. The findings indicate that school level is the only demographic variable that significantly predicts attitudes toward GBL. Specifically, preschool teachers report significantly more positive perceptions than their counterparts in secondary education. In contrast, neither age nor teaching experience showed a meaningful influence on GBL acceptance. The regression model confirms the limited explanatory power of demographic factors (R² = 0.019), suggesting that contextual and institutional elements play a much stronger role. These results offer relevant insights for both educational theory and practice. On one hand, they confirm the greater potential of early childhood education, characterized by curricular flexibility and constructivist approaches, to embrace game-based methodologies. On the other hand, they challenge the assumption that age or professional experience are decisive factors in the adoption of educational innovations. Additionally, the convergence of negative attitudes among all types of secondary schools (academic, technical, vocational) points to systemic resistance, likely stemming from curricular rigidity and a high-stakes assessment culture typical of upper-level education. Given the study results, for future research, it would be necessary and interesting to shift the focus from individual characteristics to broader predictors such as institutional support, access to digital resources, participation in professional learning communities, and ongoing teacher training. In fact, understanding these factors is essential to designing effective teacher development programs and policy strategies that support the widespread adoption of GBL. Ultimately, the successful integration of game-based approaches in schools requires not only teacher readiness, but also structural and cultural changes, supported by visionary leadership and collaborative school environments.