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Chemistry Educators’ Readiness and Intentions to Integrate Game-Based Software: A Survey
), Hameed Olalekan Bolaji(2), Abubakar Shola Bello(3),
(1) Al-Hikmah University
(2) Al-Hikmah University
(3) Al-Hikmah University
Corresponding Author
Abstract
This study explores the readiness and intentions of chemistry educators in Kwara State, Nigeria, to integrate game-based software into their teaching practices. As digital learning tools become increasingly prominent, understanding how educators perceive and adopt such innovations is essential. A descriptive survey design was employed, involving 270 chemistry educators across various educational institutions. Data were collected using a validated 15-item Likert-scale questionnaire. The findings revealed that while most educators were aware of game-based software, many lacked a clear understanding of its pedagogical benefits. Despite this, participants expressed generally positive perceptions of its potential to improve teaching efficiency, student engagement, long-term retention, and access to learning resources. Although educators showed high levels of intention to adopt game-based software, readiness varied due to infrastructural limitations, lack of training, and resistance to change. The study recommends comprehensive training, improved technological infrastructure, and pilot projects to support the effective implementation of game-based software in chemistry education.
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References
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