A Theoretical and Practical Framework for Facilitating Teachers to Use Game-Based Learning

Although the field of games and learning has made several advancements, the understanding of how to support teachers in adopting game-based learning is still lagging (Steinkuehler & Squire 2014). Thus, the objective of this paper is to (a) provide an introduction to Game Network Analysis (GaNA) framework for incorporating game-based learning in formal and informal learning environments; (b) illustrate the application of GaNA in a K-12 setting with an in-service teacher and a university setting with pre-service teachers. GaNA comprises of a repurposed Technological Pedagogical Content Knowledge (TPACK) framework (Foster 2012) that provides an analytical lens for game selection and analysis in aiding teachers to approach the game as a curriculum with constraints and affordances for technology, pedagogy, and content (Foster, 2012). GaNA includes Play Curricular activity Reflection Discussion (PCaRD) model that aids teachers in (a) the systematic incorporation of games in classrooms including the design of learning environments where student engagement, teacher intervention, curricular inquiry are in synergy (Foster & Shah 2015b). Additionally, GaNA facilitates teachers in designing opportunities for inquiry, communication, construction, and expression (ICCE) to foster transformative learning experiences anchored in the game (Foster & Shah 2015a). Lastly, GaNA includes consideration of the Conditions in Integrating Technology in Education (CITE) (Shah 2015). GaNA was implemented with one in-service teacher to design and implement a game-based learning course in Systems Thinking for upper elementary and middle school students at a suburban private school in Northeastern region of US. GaNA was also used to educate 14 pre-service teachers in the methods of game-based learning in a teacher education program at an urban private university in a Northeastern city in US. We showcase the application of GaNA focusing on the process and outcome of developing and assessing pre-service and in-service teachers' knowledge of game-based learning. We conclude the paper with implications for researchers and educators interested in facilitating teachers to use game-based learning.