Search results for: Games
Page 1/1 6 items
The use of digital badges has become increasingly common in educational settings as an alternative assessment tool, and they are linked with student motivation and integration of gamification elements into learning environments. This study explores the perceptions of pre-service English teachers at a university of the inclusion of digital badges in an LMS used in their face-to-face courses. Seventy-nine prospective English teachers participated in the 14-week study employing a mixed method design in which data were collected through a questionnaire and open-ended questions. Quantitative data analysis suggests that the participants had positive perceptions of the use of digital badges as an integral part of their courses. Content analysis of the qualitative data generated themes demonstrating teacher candidates’ perceptions of digital badges. Overall, the study provides some implications for using digital badges as well as caveats to be taken into account in planning their use.
Updated: Jan. 04, 2021
Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, the authors’ findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games.
Updated: Dec. 18, 2019
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