Despite the recognized pedagogical value of Game-Based Learning (GBL), its diffusion in the Italian school system is hindered by perceptions, competencies, and curricular constraints. The study, based on the AGBL questionnaire administered to a heterogeneous sample of teachers, highlights that familiarity with games and specific training facilitate its adoption, while training gaps, difficulties in curricular integration, and cultural resistance limit its use.
Nonostante il riconosciuto valore pedagogico del Game-Based Learning (GBL), la sua diffusione nella scuola italiana è ostacolata da percezioni, competenze e vincoli curriculari. Lo studio, basato sul questionario AGBL somministrato a un campione eterogeneo di docenti, evidenzia che familiarità con il gioco e formazione specifica ne facilitano l’adozione, mentre carenze formative, difficoltà di integrazione curricolare e resistenze culturali ne limitano l’impiego.
AGBL: THE ATTITUDE OF ITALIAN TEACHERS TOWARDS THE USE OF GBL IN EDUCATIONAL ACTIVITIES. AGBL: L’ATTEGGIAMENTO DEGLI INSEGNANTI ITALIANI VERSO L’UTILIZZO DEL GBL NELLE ATTIVITÀ EDUCATIVE
Dicataldo M
2025-01-01
Abstract
Despite the recognized pedagogical value of Game-Based Learning (GBL), its diffusion in the Italian school system is hindered by perceptions, competencies, and curricular constraints. The study, based on the AGBL questionnaire administered to a heterogeneous sample of teachers, highlights that familiarity with games and specific training facilitate its adoption, while training gaps, difficulties in curricular integration, and cultural resistance limit its use.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
