Developing and Assessing Teachers' Knowledge of Game-Based Learning

Autor/inn/en	Shah, Mamta; Foster, Aroutis
Titel	Developing and Assessing Teachers' Knowledge of Game-Based Learning
Quelle	In: Journal of Technology and Teacher Education, 23 (2015) 2, S.241-267 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Preservice Teachers; Methods Courses; Mixed Methods Research; Student Surveys; Background; Focus Groups; Statistical Significance; Elementary Secondary Education; Educational Games; Teacher Education; Pedagogical Content Knowledge; Technological Literacy; Instructional Effectiveness; Computer Games; Measures (Individuals); Reliability; Interviews; Pretests Posttests + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Schülerbefragung; Hintergrundinformation; Educational game; Lernspiel; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Technisches Wissen; Unterrichtserfolg; Computer game; Computerspiel; Computerspiele; Messdaten; Reliabilität; Interviewing; Interviewtechnik
Abstract	Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Surveys and tests were administered to assess participants' acquired knowledge of GaNA. Additional data was solicited using background surveys and focus group interviews to understand participants' thoughts about game-based learning. Data was analyzed using t-tests and thematic analysis for assessing the effect of the intervention on teachers' knowledge of game-based learning. Participants made statistically significant gains on the constructs of GaNA and the course had a large effect on participants' acquired knowledge. Participants also reported change in their thoughts about the processes involved in incorporating game-based learning in K-12 classrooms. This included insights about teacher roles, game selection, and contextual factors that might impact the successful adoption of games in schools. GaNA may be beneficial for advancing the work of both teacher educators and game-based learning researchers in developing and assessing novice-expert teachers' competence in adopting game-based learning. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01