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Investigating the Development of TPACK Knowledge through Gamification
PROCEEDINGS

, , Brock University, Canada

AACE Award

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The application of game elements in nongaming situations, such as teacher education courses, is a recent phenomenon. The purpose of this study was to explore the effects of gamification on preservice teachers’ understanding of how to teach with technology (TPACK knowledge). Participants were 133 preservice teachers and qualitative data sources included interviews with instructors teaching the gamified technology methods course, researcher fieldnotes, student reflections, student artifacts, and student surveys. Findings indicated that participation in the gamified course promoted the development of TPACK knowledge. Preservice teachers demonstrated their understanding of how content, pedagogy, and technology interact to promote learning of content through created artifacts, survey responses, and reflections. Findings suggest that gamification may be an effective instructional strategy to motivate higher education students to engage with routine course materials.

Citation

Figg, C. & Jaipal-Jamani, K. (2015). Investigating the Development of TPACK Knowledge through Gamification. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3148-3156). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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