A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning
British Journal of Educational Technology Volume 50, Number 1, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short‐form drill‐and‐practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in‐depth, semi‐structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.
Stieler‐Hunt, C. & Jones, C. (2019). A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning. British Journal of Educational Technology, 50(1), 264-279. Wiley.