Date of Conferral



Doctor of Education (Ed.D.)




Dr. Gina Solano


Using technology in the 1:1 classroom has been a focus of scholars and has become the educational standard for many schools, especially those in the United Arab Emirates (UAE). However, researchers have demonstrated that even though access to laptops is no longer an issue in many schools, there remains low integration of engaging activities in the 1:1 classroom. The problem addressed in this study was the lack of adopting and incorporating game-based technology assessment tools at two middle schools in Abu Dhabi, UAE, both of which are 1:1 schools. The purpose of this basic qualitative project study was to better understand the use of game-based technology assessment tools and how teachers are implementing them at two Abu Dhabi middle schools. Data were collected through questionnaires and interviews where 27 middle school teachers provided their perceptions of implementing game-based technology assessment tools in 1:1 classrooms. The theory of self-efficacy and the technology acceptance model were used to interpret the data collected. The results of this study showed that teachers liked using game-based technologies, but they are not confident in using game-based technologies effectively because of lack of training. Most teacher participants requested a self-paced professional development program that could be completed with a group of peers. Therefore, the project to be developed is a self-paced online professional development course that could be completed in collaborative peer groups. This study has potential implications for positive social change by providing technology training to teachers to implement game-based assessment tools more effectively in the middle school classroom, which can lead to improved student engagement and increased learning.