Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning PROCEEDINGS
MAMTA SHAH, Aroutis Foster, Drexel University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the development and assessment of teacher knowledge of game-based learning. In this paper, we present quantitative findings from a mixed-methods study undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen graduate and undergraduate pre-service teachers completed an 11-week methods course in game-based learning which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Data sources included pre-post knowledge surveys and pre-mid-post tests that assessed participants’ acquired knowledge and skills of GaNA. We report on the effect of the intervention on teachers’ knowledge of game-based learning. Conclusions and implications are discussed for developing and assessing teachers’
SHAH, M. & Foster, A. (2014). Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 685-692). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2018 from https://www.learntechlib.org/primary/p/130836/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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