A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video gamesprevious experience with video games can make the difference

  1. Marta Martín del Pozo 1
  2. Verónica Basilotta Gómez-Pablos
  3. Ana García-Valcárcel Muñoz-Repiso
  1. 1 Universidad de Salamanca

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Year of publication: 2017

Issue: 14

Type: Article

DOI: 10.1186/S41239-017-0050-5 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Educational Technology in Higher Education


Cited by

  • Scopus Cited by: 30 (29-01-2024)
  • Dialnet Métricas Cited by: 5 (25-02-2024)
  • Web of Science Cited by: 24 (13-10-2023)
  • Dimensions Cited by: 24 (14-01-2024)

SCImago Journal Rank

  • Year 2017
  • SJR Journal Impact: 0.39
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 474/1528
  • Area: E-learning Quartile: Q2 Rank in area: 36/120
  • Area: Computer Science Applications Quartile: Q3 Rank in area: 345/2837

Índice Dialnet de Revistas

  • Year 2017
  • Journal Impact: 0.430
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 61/239


  • Social Sciences: A+

Scopus CiteScore

  • Year 2017
  • CiteScore of the Journal : 2.0
  • Area: Education Percentile: 70
  • Area: Computer Science Applications Percentile: 50

Journal Citation Indicator (JCI)

  • Year 2017
  • Journal Citation Indicator (JCI): 1.44
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 127/700


(Data updated as of 14-01-2024)
  • Total citations: 24
  • Recent citations (2 years): 12
  • Field Citation Ratio (FCR): 9.42


Increasing interest has been shown in using video games as an educational resource due to their pedagogical possibilities and their current expansion as an entertainment activity. However, their use in schools is still far from mainstream practice, which could be because of the barriers such as the price of video games, schools’ technological infrastructures and teachers’ attitudes. This article focuses on pre-service primary school teachers’ attitudes (future primary school teachers currently studying at university) towards collaborative learning with video games, which employs video games in collaborative learning activities. Because playing video games is a common form of entertainment for higher education students, we investigate whether pre-service teachers’ attitudes are influenced by their experience of playing video games (taking into account the number of years they have played video games), the frequency at which they play video games and their gender. This study takes a quantitative approach, using a questionnaire with a 5-point Likert attitude scale. The results indicate that pre-service primary teachers have a positive attitude towards collaborative learning with video games. Furthermore, students who have played video games for more years, who play more frequently and the male students have more positive attitudes to using video games in collaborative learning activities. Overall, pre-service teachers have positive attitudes towards collaborative learning with video games, which could affect the use of these resources in educational practices. As the main characters in the educational process, both teachers and children need to be comfortable with new practices to achieve the objective of the educational system, which is the complete formation of children.

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