Exploring Pre-Service Teachers’ Perspectives on the Integration of Digital Game-Based Learning for Sustainable STEM Education

Nonhlanhla Melody Gumbi (), Duduzile Sibaya and Admire Chibisa
Additional contact information
Nonhlanhla Melody Gumbi: Faculty of Education, University of Zululand, 1 Main Road Vulindlela, Kwadlangezwa, Empangeni 3886, South Africa
Duduzile Sibaya: Faculty of Education, University of Zululand, 1 Main Road Vulindlela, Kwadlangezwa, Empangeni 3886, South Africa
Admire Chibisa: Faculty of Education, University of Zululand, 1 Main Road Vulindlela, Kwadlangezwa, Empangeni 3886, South Africa

Sustainability, 2024, vol. 16, issue 3, 1-13

Abstract: Digitalization of STEM in higher education is envisioned to foster digital societies through enhanced contextualised engaged learning, digital skills, and access to digital learning resources, specifically in developing countries, including those in Africa. The dearth of empirical evidence validating digitalization hinders implementation. This study aims to investigate pre-service teachers’ perspectives towards the use of digital game-based learning (DGBL) for sustainable development of STEM education and promoting 21st century skills. The study was based on the Technology Acceptance Model (TAM) as a framework. A quantitative survey design was adopted to collect necessary data from 255 pre-service teachers in a South African university. The fitness of the proposed model was acceptable to proceed with partial least squares structural equation modeling analysis. The model accounted for 59% explanatory strength of pre-service teachers’ perspectives towards using DGBL in teaching and learning. Pre-service teachers consistently express noteworthy perspectives on the DGBL approach, emphasizing the capacity to provide diverse learning opportunities, foster heightened engagement, and facilitate contextualised learning experiences. The findings contribute to the empirical validation and role of DGBL in STEM and the design of educational games promoting contextualised self-directed learning for sustainability teaching and learning in higher education.

Keywords: digital game-based learning (DGBL); STEM education; digital literacy; higher education; technology acceptance model (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/16/3/1314/pdf (application/pdf)
https://www.mdpi.com/2071-1050/16/3/1314/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:16:y:2024:i:3:p:1314-:d:1333026

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().