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Empowering teachers towards efficacious adoption of game-based learning
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, , Drexel University, United States ; , N/A, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Recurring barriers and lack of empirical knowledge about the pedagogical nature of teaching with games deter teachers from effectively adopting game-based learning in classrooms. In this paper, we present an in-service teacher’s insights from implementing the Play Curricular activity Reflection and Discussion (PCaRD) model for game-based learning. PCaRD was employed using RollerCoaster Tycoon 3 to teach 5th and 6th grade students about systems thinking in a private K-8 school from January to April 2012. Data sources included interviews, in-class participant and video observations, and after-class teacher-researcher reflective meetings. We report on the teacher’s comprehension of PCaRD as a pedagogical guide and RCT3 as a curricular tool for teaching systems thinking. Conclusions and implications are discussed for teaching with games using the Game-Network Analysis for Teachers (GaNA-T).

Citation

Shah, M., Foster, A. & Betser, S. (2013). Empowering teachers towards efficacious adoption of game-based learning. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2956-2964). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

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