Investigating Primary School Teachers’ Perceptions on Utilizing Educational Games to Manage Pupils’ Hyperactivity The Case of EFL Teachers at Primary Schools in Bouira

Abstract

This study aimed to explore teachers' perceptions on using educational games to manage pupils’ hyperactivity in EFL classrooms. To achieve this, a descriptive study was conducted among primary school English as a Foreign Language (EFL) teachers in Bouira. A mixed-method approach was used, including a teacher questionnaire, to collect data. The questionnaire was used to gather teachers' opinions on the effectiveness of using games as an educational strategy for managing leaners with Attention Deficiency Hyperactivity Disorder (ADHD) based on their experiences. The findings revealed that educational games have many benefits in managing hyperactive learners in EFL classrooms and support them to learn the language. Additionally, by choosing appropriate games for this type of learners, these games can engage their attention, increase concentration, and enhance their focus, helping them utilize their excess energy in the learning process.