Search results for: Games
Page 1/1 5 items
Professional Development for Scaling Pedagogical Innovation in the Context of Game-Based Learning: Teacher Identity as Cornerstone in Shifting” Practice
This study examined how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. The findings indicate that preparing teachers to appropriate curricula innovations involves deeply personal transformations that intersect with the core of their professional identity. The teachers, who play the game, face dilemmas and conflicts in making professional and personal decisions. This study suggests that teacher professional development through reflective, reflexive guided appropriation is vital.
Updated: Jun. 13, 2018
In this study, the authors were interested to evaluate the participants’ ability to integrate game design in their lesson plans and explore their experiences over time during the workshops. The findings revealed that the participants’ lesson planscan be improved in terms of allowing students to take ownership during the game creation, design, and problem-solving processes. Instead of giving students freedom and agency, the lesson plans did not allow high levels of collaboration and exploration.The analysis of the reflections helped the authors describe participants’ varied experiences and identify challenges faced during the Game Design and Learning (GDL) workshops. At the end of the workshops, all participants indicated that they developed a basic understanding of game design and programming and felt comfortable with the process.
Updated: Oct. 22, 2017
The Gamer Generation Teaches School: The Gaming Practices and Attitudes towards Technology of Pre-Service Teachers
The goal of this study was to identify the gaming practices of freshmen undergraduate teacher education students. The authors also investigated how students who play games compared to non-gamers in their interest in using specific technologies for learning, their beliefs about how technology affects their learning, their orientation towards using new technologies, and their beliefs about the role of technology in their future careers.
Updated: Jun. 23, 2014
This study explores the need for playing with power and privilege to deconstruct the concept of meritocracy and challenge the idea of one-ness, thereby fostering more conscious locations of White pre-service teachers. Results indicate that pre-service teachers’ views of their cultural locations shifted via theatre games.
Updated: Jun. 27, 2012
We consider that multimedia design for training and education should combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. An examination of the evolution of the design of videogames is a good way to analyze the main contributions and characteristics of games-based learning environments. At the same time, we will discuss the main obstacles and challenges to the use of games for learning.
Updated: Feb. 10, 2008