Developing and Validating a Board Games Attitude Scale for Primary School Teachers

This study aimed to develop and validate a Board Games Attitude Scale for primary school teachers (hereinafter, BGAS-PT) to assess their perspectives on using board games in educational settings. Board games had already been integrated into Taiwan's senior high school disaster prevention curriculum. However, their adoption in primary classrooms remained limited, largely due to varying teacher perceptions concerning curriculum alignment and pedagogical value. The methodology involved validating items from previous scales to fit the context of primary education. Findings indicated that teachers generally recognized significant cognitive benefits from using board games, particularly in enhancing teaching strategies and classroom dynamics. Teachers who actively incorporated board games in their teaching reported higher levels of positive engagement and perceived cognitive benefits. Moreover, early-career teachers showed a greater openness to integrating games, suggesting that newer educators were more inclined to adopt innovative tools.