Pre-service Teachers’ Perceptions of Digital Game-Supported Learning
Tzu-Yuan Hsu, Guey-Fa Chiou, Graduate Institute of Information and Computer Education, NTNU, Taiwan
Journal of Educational Multimedia and Hypermedia Volume 28, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was to investigate pre-service teachers’ perceptions of digital game-supported learning (DGSL). A survey questionnaire was developed to investigate those perceptions. The questionnaire consisted of four dimensions: teachers’ prior digital game-playing experience, attitudes toward digital gaming, digital gaming self-efficacy, and perception of digital game-supported learning. A total of 125 pre-service teachers completed the questionnaire. The results showed that 69.6% of participants still play digital games, demonstrate high digital gaming self-efficacy, and believe that digital games have potential to draw students into learning and help them develop positive ways of thinking. The results also showed that the pre-service teachers are enthusiastic to integrate digital games into the classroom, but many lack the necessary skill and knowledge of digital games-supported learning. Teacher professional development providers should create new training materials and make developing skills to support game-based learning as an integral part of new and incumbent teacher training.
Hsu, T.Y. & Chiou, G.F. (2019). Pre-service Teachers’ Perceptions of Digital Game-Supported Learning. Journal of Educational Multimedia and Hypermedia, 28(3), 287-305. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)