A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Abstract Increasing interest has been shown in using video games as an educational resource due to their pedagogical possibilities and their current expansion as an entertainment activity. However, their use in schools is still far from mainstream practice, which could be because of the barriers such as the price of video games, schools’ technological infrastructures and teachers’ attitudes. This article focuses on pre-service primary school teachers’ attitudes (future primary school teachers currently studying at university) towards collaborative learning with video games, which employs video games in collaborative learning activities. Because playing video games is a common form of entertainment for higher education students, we investigate whether pre-service teachers’ attitudes are influenced by their experience of playing video games (taking into account the number of years they have played video games), the frequency at which they play video games and their gender. This study takes a quantitative approach, using a questionnaire with a 5-point Likert attitude scale. The results indicate that pre-service primary teachers have a positive attitude towards collaborative learning with video games. Furthermore, students who have played video games for more years, who play more frequently and the male students have more positive attitudes to using video games in collaborative learning activities. Overall, pre-service teachers have positive attitudes towards collaborative learning with video games, which could affect the use of these resources in educational practices. As the main characters in the educational process, both teachers and children need to be comfortable with new practices to achieve the objective of the educational system, which is the complete formation of children