First Advisor

Williams, Mia K

Document Type


Date Created



The effectiveness of integrating educational video games into classrooms depends on teachers’ attitudes toward video games. This descriptive study investigates Saudi teachers’ experiences playing video games and their attitudes about integrating video games into their classrooms in Saudi Arabia. A total of 930 Saudi teachers completed an electronic survey developed by the researcher. Overall, the results of this study showed Saudi teachers’ attitudes toward video games were fairly positive despite a low level of play. Analysis found a relationship between teachers’ philosophy of teaching and their perspectives toward using video games in their classroom for learning. A moderate negative correlation was found between behaviorist philosophy and teachers’ attitudes. On the other hand, there was a moderate positive correlation between cognitivism and constructivism philosophies Saudi teachers’ attitudes toward using video games in classrooms. Moreover, this study identified significant factors that prevented Saudi teachers from using video games in their classroom. The factors preventing Saudi teachers from employing video games in their teaching was explored through two methods: principal component analysis and principal factor analysis. Results identified five nearly identical components/factors. The findings of this study inform educators about Saudi teachers’ perspective of integrating video games in their classroom as well as contribute to the literature about gaming in teaching and learning. The results of this study could encourage parents, educators, and the Saudi Arabia Ministry of Education to provide educational games that satisfy students’ desires for challenge and knowledge.


Attitudes, Barrier, Classroom, Learning, Saudi Teacher, Video Games


172 pages

Rights Statement

Copyright belongs to the author.