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Preservice Science Teachers' Prior Gameplay Experience and their Perceptions of Digital Game-Supported Learning
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, , Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The main purpose of this study was to examine the relationship between preservice science teachers’ prior game-playing experiences and their perceptions of digital game-supported learning. 39 preservice science teachers completed an online survey questionnaire. The results showed that prior game-playing experiences were associated with engagement, enjoyment, academic achievement, learning motivation, and imagination. There exists a significant correlation between digital game-playing experiences and digital gaming self-efficacy. The findings of this study provide the preliminary information for designing game-oriented training model to support teachers’ uses of digital games in teaching.

Citation

Hsu, T.Y. & Chiou, G.F. (2011). Preservice Science Teachers' Prior Gameplay Experience and their Perceptions of Digital Game-Supported Learning. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3331-3339). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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