Search results for: Vandermeiden Elise

This case study investigated preservice teachers’ perceptions of digital games and their experiences designing and building an educational digital game. In this study, the authors sought to understand enactivism by applying the theory to practice and demonstrating a successful implementation of enactivism in a teacher education classroom. By adapting enactivist approaches, they have created a learning world that incorporates complex real-world problems while giving learners great freedom of exploration. Teachers in this study demonstrate all the 21st century skills through the game design and building experience. Teachers learning in such an enactivist world changed their perceptions. The creative process of designing games forced them to move out of their comfort zones, demonstrating that they were capable of making fun and interesting games.