The Reality of Applying Educational Electronic Games from Elementary School Teachers’ Viewpoint

Abstract

The study aimed to identify the reality of the employment of educational electronic games from the point of view of elementary school teachers in the Kingdom of Saudi Arabia. The researchers used the descriptive approach; a questionnaire was used to collect the data needed for the research after verifying its validity and reliability. The study population consisted of 649 elementary school teachers in Al-Khobar. The study results concluded that most teachers agreed on employing educational electronic games to a large extent. The results also revealed that female teachers face obstacles to the employment of educational electronic games to a moderate degree. In addition, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the experience variable for the least experience; however, it did not affect the obstacles to the employment of educational electronic games in the educational process. Besides, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the qualification variable and came in favor of masters; nevertheless, it did not affect the responses to the obstacles to employing educational electronic games in the educational process. Finally, no statistically significant differences existed in the degree of the employment of educational electronic games in the educational process and their obstacles attributed to the educational stage. In light of the study results, the researchers recommend holding training courses and workshops to educate elementary school teachers about activating educational electronic games in education. Also, female teachers should be encouraged to use educational electronic games, and the administrative work entrusted to them must be reduced. Besides, the school's infrastructure must be improved by providing quick internet services and adequate computers. Finally, students must be redistributed to the classrooms in proportion to the school's capabilities