In this analytical paper, the authors argue for the centrality of teachers in game-based learning (GBL) interventions.
They examine the following research question, “What principles emerge from teacher education in game-based learning research conducted from 2007–2018?”.
In doing so, they examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL.
These principles include:
(a) Teachers play an active role in GBL environments;
(b) Games are a form of curriculum;
(c) GBL is a way of facilitating learning;
(d) Games are not contextually or pedagogically neutral;
(e) Teachers’ knowledge of GBL evolves over time; and
(f) Teachers’ professional identities impact GBL practice.
They conclude with pathways to engage the teacher education community in a critical assessment of ho w we can scaffold teachers to identify-study-incorporate games for learning.