Childhood Education Teachers’ Attitudes Towards Developing Children’s Learning Experiences Through Computerized Instructional Games

Abstract

This study investigated childhood education teachers’ attitudes towards using computerized games in developing young children’s learning experiences. A questionnaire was distributed to (526) male and female teachers in the north region of Jordan, and a semi-structured interview was conducted with thirty-seven participants. The findings of the data analysis showed that the participants had positive attitudes towards developing young children’s learning experiences through computerized games. In addition, it was found that there were no statistically significant differences between the responses of the participants due to their gender, qualifications, and teaching experience. In spite of this, it was found that there were some factors which prevent the effective use of computerized games. These influences were related to teachers, school administrations, and parents. In the light of these findings, a set of recommendations were suggested.