Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
TechTrends
Published in: TechTrends 2/2017

18-10-2016 | Original Paper

The Effects of Game Design Experience on Teachers’ Attitudes and Perceptions regarding the Use of Digital Games in the Classroom

Authors: Yun-Jo An, Li Cao

Published in: TechTrends | Issue 2/2017

Login to get access

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

Researchers have investigated how gameplay and other related activities influence teachers’ attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers’ attitudes toward and perceptions of the use of digital games in the classroom and teacher involvement in educational game design. Fifty teachers participated in the study. Both quantitative and qualitative data were collected from pre- and post-surveys. The results revealed that the game design experience had a positive influence on the participants’ attitudes, self-efficacy, and perceptions regarding the use of digital games in the classroom. They realized that digital games could help students develop higher-order thinking skills and 21st century skills beyond making learning fun and engaging. After the game design experience, all participants believed that teachers should be involved in the process of educational game design.
previous article Designing Technology-Enabled Instruction to Utilize Learning Analytics
next article Gender Differences in Teens’ Digital Propensity and Perceptions and Preferences With Regard to Digital and Printed Text
Literature
An, Y., & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments, TechTrends, 53(3), 43-48.
Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478–488.CrossRef
Gaudelli, W., & Talyor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70–91.
Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33–37.
Gerber, H. R., & Price, D. P. (2013). Fighting baddies and collecting bananas: teachers’ perceptions of games-based literacy learning. Educational Media International, 50(1), 51-62.
Kafai, Y. B., Franke, M. L., Shih, J. C., & Ching, C. C. (1998). Game design as an interactive learning environment for fostering students’ and teachers’ mathematical inquiry. International Journal of Computers for Mathematical Learning, 3(2), 149–184.CrossRef
Kennedy-Clark, S., Galstaun, V., & Anderson, K. (2011). Using game-based inquiry learning to meet the changing directions of science education. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 702–714). Australasian Society for Computers in Learning in Tertiary Education.
Kenny, R. F., & McDaniel, R. (2011). The role teachers’ expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42(2), 197–213.CrossRef
Li, Q. (2012). Understanding enactivism: a study of affordances and constraints of engaging practicing teachers as digital game designers. Educational Technology Research and Development, 60(5), 785–806.CrossRef
Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of pre-service teachers’ digital game design experience. Journal of Research on Technology in Education, 45(4), 309–337.CrossRef
Ray, B., & Coulter, G. A. (2010). Perceptions of the value of digital mini-games: Implications for middle school classrooms. Journal of Research on Technology in Education, 26(3), 92–100.
Sancar Tokmak, H., & Ozgelen, S. (2013). The ECE pre-service teachers’ perception on factors affecting the integration of educational computer games in two conditions: Selecting versus and redesigning. Educational Sciences: Theory & Practice, 13(2), 1345–1362.
Sardone, N., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st century skills development. Journal of Research on Technology in Education, 42(4), 409–425.CrossRef
Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers’ perceptions of video games: MMOGs and the future of pre-service teacher education. Innovate: Journal of Online Education, 2(3), 1–10.
Shaffer, D. W., Squire, K., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104–111.CrossRef
Metadata
Title
The Effects of Game Design Experience on Teachers’ Attitudes and Perceptions regarding the Use of Digital Games in the Classroom
Authors
Yun-Jo An
Li Cao
Publication date
18-10-2016
Publisher
Springer US
Published in
TechTrends / Issue 2/2017
Print ISSN: 8756-3894
Electronic ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-016-0122-8

Other articles of this Issue 2/2017

TechTrends 2/2017 Go to the issue

Original Paper

Interactive Storytelling: Opportunities for Online Course Design

Original Paper

Building TPACK in Preservice Teachers Through Explicit Course Design

Original Paper

Designing Technology-Enabled Instruction to Utilize Learning Analytics

Editor’s Notes

Editor’s Notes

Original Paper

An Alternative Approach: Openness in Education Over the Last 100 Years

Original Paper

Glass Vision 3D: Digital Discovery for the Deaf

Premium Partner

    Image Credits