Search results for: Game based learning (GBL)
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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.
Updated: Feb. 03, 2021
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
This study examines the perceptions of preservice teachers before and after using a set of video games as teaching and learning tools. Findings indicated that although a majority agreed that video games can support many specific teaching and learning tasks, many remain skeptical of their value in classroom settings, with many of those participants also doubting their ability to successfully integrate video games into their teaching.
Updated: Oct. 07, 2015
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Updated: Dec. 01, 2008
Investigating Student Attitudes Toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment
The article described a distance education course where inservice teacher enrolled in a science education learned to construct video games as a supplement to their science instruction. The ultimate objective of this course was to advance student achievement and interest in science by providing teachers with a viable source for integrating video game technology into the curriculum.
Updated: Nov. 05, 2008
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