Students’ motivation is a fundamental factor in the educational process, and can be facilitated through new methodologies and technologies, including gamification, video games, collaborative learning, or, in particular, the methodology called “collaborative learning with video games” (which is presented and can be understood as the implementation of educational activities in which students have to work together to achieve a goal, and the main resource of the activity is a video game). However, if teachers themselves are not motivated, or if they lack a positive attitude towards implementing these new methodologies, it will be difficult for students to feel motivated when approaching said resources. Therefore, it is important to know what teachers’ attitudes towards them are. The aim of this research is the creation of an attitudes scale towards collaborative learning with video games, aimed at in-service primary school teachers. Different methodological steps were followed that made its construction possible, such as the analysis of items and the verification of their reliability, resulting in a rigorous attitudes scale of 33 items, with a reliability of α = 0.947. This implies that the measurement instrument is validated and allows one to know the attitudes of in-service primary school teachers towards a new methodology related to the implementation of video games in education.
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
