Digital-Game-Based Language Learning: An Exploration of Attitudes Among Teacher Aspirants in a Non-metropolitan Area

The growing acceptance of video games and their usage in language instruction has only served to highlight the importance of good preparation for aspirant teachers in educational institutions. As digital learning games can satisfy students’ desire for enjoyable educational experiences, several learners held the opinion that engaging in video games would improve their capacity for more advanced cognitive processes. The primary factor influencing the standard of digital game-based learning is the sizeable amount of time learners devote to playing games (Kunter et al. in Learn Struct 18(5):468–482, 2008 [43]; Papastergiou in Comput Educ 52:1–12, 2009 [44]). Due to this, offering educational gaming to young learners offers a conceivable advantage in the curriculum. Thus, 90 primary school teacher aspirants were chosen as participants for the current study, which employed a quantitative descriptive approach. This study discloses that learners have a ‘positive attitude’ toward the utilization of video games in the classroom. These results are in agreement with other similar investigations (Kazu and Kuvvetli in Educ Inf Technol 1–26, 2023 [20]; Ray and Coulter in J Digit Learn Teach Educ 26:92–100, 2010 [21]) that examined how learners view the value of games in terms of how they can alter after playing them. They noticed that many players or students in a certain game displayed a favorable attitude following their involvement in class. They believed that playing video games could help learners learn more effectively. Upon playing the online games, attitudes among learners toward VG appeared to have changed, according to Ray and Coulter in J Digit Learn Teach Educ 26:92–100, 2010 [21], Kenny and McDaniel in Br J Edu Technol 42:197–213, 2011 [22]. The results suggest that gaming is advantageous to experiences that may support learners’ understanding of the importance of VGs. Furthermore, in terms of the association between the respondents’ attitudes and gender, it was found that the latter is a factor that influences the attitude of the teacher aspirants. Additionally, this paper also found that in terms of the usefulness of video games in the classroom, gender is not a factor that influences the attitude of the respondents toward DGBLL. The results were further elaborated in the study. Analyzing respondents’ opinions on language learning through digital games can undoubtedly help address the Philippines’ lack of ICT literacy as a future elementary school teacher. The results of this study will establish benchmarks or guidelines for enhancing the nation's educational system.