Determining barriers for digital game-based learning teaching approach: a case study on primary school Malay historical subject / Nur Athirah Ahmad Foad

History subjects are often connected with the old-fashioned and teacher-centered learning which it is not very effective method. The learning and teaching technique of history is static and students easily lost their interest in memorizing the facts. In addition, starting from the year 2013, in order to attain the Malaysian Certificate of Education (SPM), history became one of the compulsory pass subjects which is taken by standard 4 students. As result of this, number of the students fail to achieve higher grades. Therefore, history seems to produce difficulties for many students. The aim of this study was to highlight how teaching by using Digital Game-Based Learning can be applied as one of the technique to improve history subject teaching and learning session. This aim is achieved by answering three research objectives, including identifying the current practice among the teacher in teaching Malay historical subject, investigating the teachers' perceptions toward using Digital Game Based-Learning in teaching Malay historical subject and determining the barriers that influence teachers towards using Digital Game Based-Learning in teaching Malay Historical Subject. The study was conducted together with primary school Malay historical subject teachers in Malaysia. The study is a quantitative analysis using survey questionnaire as the instrument and employs Research Process as the research methodology. Prototype evaluation was conducted using one to one testing with 14 participants. A portion of the survey required respondents to rate to what 20 potential barriers were perceived as an impediment to the adoption of Digital Game-Based Learning. Some of the highest rated barriers included is not enough time to use DGBL in short class periods, lack of preparation to use DGBL in teaching method and short class period hinder long-term engagement in complex DGBL.