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Developing and assessing teachers’ knowledge of game-based learning ARTICLE

, , Drexel University, United States

Journal of Technology and Teacher Education Volume 23, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Surveys and tests were administered to assess participants’ acquired knowledge of GaNA. Additional data was solicited using background surveys and focus group interviews to understand participants’ thoughts about game-based learning. Data was analyzed using t-tests and thematic analysis for assessing the effect of the intervention on teachers’ knowledge of game-based learning. Participants made statistically significant gains on the constructs of GaNA and the course had a large effect on participants’ acquired knowledge. Participants also reported change in their thoughts about the processes involved in incorporating game-based learning in K-12 classrooms. This included insights about teacher roles, game selection, and contextual factors that might impact the successful adoption of games in schools. GaNA may be beneficial for advancing the work of both teacher educators and game-based learning researchers in developing and assessing novice-expert teachers’ competence in adopting game-based learning.

Citation

Shah, M. & Foster, A. (2015). Developing and assessing teachers’ knowledge of game-based learning. Journal of Technology and Teacher Education, 23(2), 241-267. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 20, 2018 from .

Keywords

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References

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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Developing Science Identities through Games: An Analysis of Game Design Features that Support Identity Exploration

    Aroutis Foster, Amanda Barany, Mamta Shah, Tamara Galoyan, Healthy Moeung, Sally Im, DonEl Brown & Micah Watanabe, Drexel University School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 416–425

  2. The Development of Technological Pedagogical Content Knowledge (TPACK): Part 1

    Mamta Shah, Drexel University, United States; Michael Philips, Monash University, Australia; Aaron Kessler, Concordia University Chicago, United States; Joshua Rosenberg, Michigan State University, United States; Eric Poitras & Negar Fazeli, University of Utah, United States; Amanda Barany & Aroutis Foster, Drexel University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2452–2456

  3. Preparing Teachers for Integration of Digital Games in K-12 Education

    Mamta Shah & Aroutis Foster, Drexel University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2349–2356

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.