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Developing Science Teachers' DGBL Knowledge and Skills: Teachers as Learning Game Designers

By 邱貴發

Abstract

[[abstract]]This proposal intends to help teachers develop their DGBL knowledge and skills (DGBL: Digital Game-Based Learning). Tools, such as questionnaires, scales, handbooks, documents, and checklists, will be developed for the purpose of creating a model for teachers’ DGBL development. The “Teachers as Learning Game Designers” approach is chosen to implement this proposal. Teachers as Learning Game Designers approach is one of the best approaches in implementing concepts like constructivism, constructionism, situated learning, contextualized learning, understanding by design, technological pedagogical content knowledge (TPCK), project activity, and experiential learning. This proposal tries to address five research questions: (1) what is the status of teachers’ knowing of and their attitudes toward digital games and DGBL? (2) How do we develop teachers’ generic knowledge and skills of digital games and learning games? (3) How do we develop teachers’ ability to design learning games? (4) How do we change teachers’ game designs into real learning games? And (5) How do we verify the learning effects of teacher-designed learning games? Two years is planned to execute this proposal. The first year’s participants are pre-service science teachers, and the second year in-service teachers. This proposal is expected to create several research tools, produce design documents, and develop some learning games. Our final goals are to construct a model for developing teachers’ DGBL knowledge, and to construct a free DGBL curriculum and program for teachers.

Topics: 數位遊戲式學習;學習遊戲;教師即設計者;教師遊戲知能;學習遊戲設計, digital game-based learning (DGBL); learning game; teacher as game designer; teacher game literacy;learning game design, [[classification]]25
Year: 2011
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/22569
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