AGBL: THE ATTITUDE OF ITALIAN TEACHERS TOWARDS THE USE OF GBL IN EDUCATIONAL ACTIVITIES

Massimiliano Andreoletti, Marika Lamacchia, Francesco Facciorusso, Maria Clara Di Cataldo

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.


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DOI: https://doi.org/10.32043/gsd.v9i2.1454

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