Teacher Perceptions of Commercial Video Games in Academic Settings
Andrew Moshirnia, E-Learning Design Lab, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
An increasing number of children are playing video games. If educators wish to harness even a fraction of the excitement and dedication that these games inspire, educational video games must become more like their commercial cousins. However, in the climate of negative press regarding game players and violent video games, it is unclear if teachers will accept games they perceive to be commercial. This paper reports the results of a month long study to assess teacher perceptions of commercial video games in academic settings. Subjects expressed a willingness to incorporate video games in classroom websites but had a preference for educational, non-violent video games. Subjects were far more likely to adopt video games if they themselves found the games enjoyable and frequently played those games. Though subjects indicated that they would only use non-violent games in the classroom, the great majority of subjects did not find a game wherein the main goal is to shoot and kill other on screen characters to be violent. The definition of a violent video game requires further study.
Moshirnia, A. (2008). Teacher Perceptions of Commercial Video Games in Academic Settings. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1225-1232). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).