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Perceptions of the Value of Digital Mini-Games: Implications for Middle School Classrooms
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 26, Number 3, ISSN 2153-2974

Abstract

This research examined the change in the perceptions of preservice teachers regarding the use of digital minigames to support middle school level social studies learning. The results of a Wilcoxon Signed Ranks Test for matched pairs revealed that participants' (N = 18) perceptions were positively modified by participation in a series of digital mini-games [T = 5.5, p less than 0.01 (two tailed)]. Results also indicated that the majority of preservice teachers agreed that digital games do have the potential for promoting learning in an educational setting. Recommendations for further research are provided.

Citation

Ray, B. & Coulter, G.A. (2010). Perceptions of the Value of Digital Mini-Games: Implications for Middle School Classrooms. Journal of Digital Learning in Teacher Education, 26(3), 92-100. Retrieved February 21, 2020 from .

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