Student, Parent, and Teacher Perceptions towards Digital Educational Games: How They Differ and Influence Each Other

Autor/inn/en	Xie, Jingwen; Wang, Minhong; Hooshyar, Danial
Titel	Student, Parent, and Teacher Perceptions towards Digital Educational Games: How They Differ and Influence Each Other
Quelle	In: Knowledge Management & E-Learning, 13 (2021) 2, S.142-160 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xie, Jingwen) ORCID (Wang, Minhong) ORCID (Hooshyar, Danial)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7904
Schlagwörter	Student Attitudes; Parent Attitudes; Teacher Attitudes; Secondary School Teachers; Secondary School Students; Stakeholders; Correlation; Grade 8; Grade 9; Computer Games; Educational Games; Game Based Learning; Science Instruction; Physics; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Elternverhalten; Lehrerverhalten; Sekundarschüler; Korrelation; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Ausland
Abstract	Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students' and parents' intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed. (As Provided).
Anmerkungen	Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01