Literaturnachweis - Detailanzeige
Autor/inn/en | Schmitz, Birgit; Felicia, Patrick; Bignami, Filippo |
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Titel | Acceptance and Use of Game-Based Learning in Vocational Education and Training: An International Survey |
Quelle | In: International Journal of Game-Based Learning, 5 (2015) 4, S.50-63 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2155-6849 |
DOI | 10.4018/IJGBL.2015100104 |
Schlagwörter | Teaching Methods; Educational Games; Vocational Education; Teacher Surveys; Student Motivation; Technology Uses in Education; Educational Technology; Telecommunications; Handheld Devices; Foreign Countries; Questionnaires; Teacher Characteristics; Institutional Characteristics; Belgium; Germany; Ireland; Italy; Netherlands; Spain; Switzerland; United Kingdom (Great Britain) Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Ausbildung; Berufsbildung; Schulische Motivation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Telekommunikationstechnik; Ausland; Fragebogen; Belgien; Deutschland; Irland; Italien; Niederlande; Spanien; Schweiz |
Abstract | This paper presents findings from a study carried out between May and October 2013. Based on a survey, which was developed by the MoGaBa VET project partners, the study aimed at understanding the factors that influence the way vocational instructors perceive and use game-based learning. A total of 267 trainers from eight European countries took part in the survey. Results indicated that even though educational games were regarded effective and useful with regard to motivational aspects or learning to use ICT; however, it also revealed that the integration and widespread use of mobile GBL solutions faced several challenges linked to technical, institutional and also organizational aspects. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |