Benefits of Teaching with Games: Pre-service Teachers’ Perceptions
Ummugulsum Korkmaz, Eskisehir Osmangazi University, Turkey ; Zeynep Yurtseven Avci, Eskisehir Osmangazi University & Boston College, Turkey
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The present study investigates the pre-service teachers’ perceptions about teaching with games. Quantitative method was applied. The sample of the study is 272 pre-service teachers from Middle Anatolia. The questions of the study: 1. What are pre-service teachers’ perceptions about teaching with games for cultural, non-cultural, and technology games and time concern? 2. Whether pre-service teachers’ opinions about teaching with games will differ by their gender, major, and playing with technology? Descriptive statistics, MANOVA, and t-test were conducted. No gender differences were found. There was a statistically significant difference in teaching with contemporary technology games regarding pre-teachers play with technology or not. There was a statistically significant difference between majors in teaching with cultural games, non-cultural games, and technology games. The present study has implications for teacher education curriculum and game playing literature.
Korkmaz, U. & Yurtseven Avci, Z. (2016). Benefits of Teaching with Games: Pre-service Teachers’ Perceptions. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 573-578). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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