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

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.