Pre-service teachers' perceptions of adopting digital games in education: A mixed methods investigation

被引：15

作者：

Hu, Huiqing ^{[1
]}

Sperling, Rayne Audrey ^{[1
]}

机构：

[1] Penn State Univ, Dept Educ Psychol Counseling & Special Educ, 125 Cedar Bldg, University Pk, PA 16802 USA

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 120卷

关键词：

Educational games; Commercial-off-the-shelf (cots) games; Teacher preparation programs; Pre-service teachers' perceptions; Tpack; PEDAGOGICAL CONTENT KNOWLEDGE; COMPUTER; STUDENTS;

D O I：

10.1016/j.tate.2022.103876

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

One hundred and one pre-service teachers were exposed to game examples, a series of questions, and teaching scenarios that required games. A mixed methods analysis revealed that they perceived educational and commercial-off-the-shelf (COTS) games as equally valuable to instruction, games should predominantly be implemented after a formal lesson, and limited instructional time was the main barrier to adopting games. Our findings uncovered the need for teacher preparation programs to inform preservice teachers of the critical advantages of educational games, the variety of research-based game-adoption approaches, and the effective strategies to overcome barriers when incorporating games into instruction. (c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：12

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