Evaluation of Digital Educational Game Use in Primary School Teaching from Female Teachers’ Perspectives in Jeddah

Abstract

This study aimed to evaluate the current practices of using digital educational games in primary school teaching from the perspectives of female teachers in Jeddah, identify barriers to their use, and explore proposed solutions for overcoming these barriers. The study adopted a qualitative approach and employed semi-structured interviews to collect data from six primary school female teachers purposively selected from one public and one private school in Jeddah. The data were analyzed using thematic analysis. The findings revealed variation in the patterns of digital educational game use, ranging from more regular use to limited and selective use and non-use, shaped by the interaction among the perceived pedagogical suitability of the content, teachers’ competencies, and technical and organizational conditions. Teachers who used digital games perceived them as valuable for enhancing student engagement and participation and supporting practice, review, and formative assessment. The findings also identified interconnected technical, professional, and organizational barriers, particularly unreliable internet access, limited availability of devices and technical support, insufficient training, large class sizes, and time and curriculum pressures. The proposed solutions emphasized improving technical readiness, providing continuous professional development, strengthening professional and institutional support, promoting self-development, and facilitating the exchange of professional experiences. The study recommended developing teachers’ pedagogical and assessment competencies in using digital educational games, strengthening technical readiness and support, activating professional learning communities, and developing Arabic digital educational games and resources aligned with curricula and learning objectives.