Exploring Early Childhood Teachers’ Willingness to Integrate Tabletop Games in Their Teaching: A Correlational Research Study in Kunming, Yunnan Province, China

Abstract

The study investigated the current practice of tabletop game integration into preschool teachers' teaching and the factors that may affect their intentions to use such games in their teaching. This study adopted the theoretical framework of Ajzen's Theory of Planned Behavior. The questionnaire survey was employed with the method, and 536 effective questionnaires were obtained through valid questionnaires. The data analysis methods used are the mean score and regression analysis. The study found that age, teaching experience, position, gender, and teaching subject influence behavioral attitudes, subjective norms, perceived behavioral control, and behavioral intentions concerning the integration of tabletop games in teaching. In addition, teachers' intentions were higher when they perceived that more suitable games were available. It concludes that schools can increase teachers' willingness to use tabletop games in teaching by providing relevant games using procurement strategies. Nevertheless, the study recognizes some limitations: one is the possibility of measurement errors and biases due to inconsistency between the actual teaching practices of the respondents and the questionnaire they answered. The other is that the research focuses only on preschool teachers from Kunming; thus, a limitation may result when teaching approaches differ at various educational stages. Future research is recommended to apply the change in sampling methods and study the behaviors of intentions toward teaching with tabletop games at different stages among teachers. Other researchers may use another theory to investigate intentions from various angles, ensuring a more transparent and credible result. Overall, the study reveals insights into the state of affairs and influencing factors of tabletop game integration in teaching from the perspective of preschool teachers. The results indicate that both available games and strategies to enhance the willingness of teachers to use tabletop games are needed