Do Future Teachers Believe that Video Games Help Learning?

One of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work has been supported by the Ministry of Science and Innovation through the Research Project PID2020-114177RB-I0

Game-Based Learning: Examining Factors That Influence K-12 Classroom Usage

Video games have become a popular and accepted part of digital culture and are becoming more accepted as an engaging instructional tool in schools. Integration of games can help develop students’ intrinsic motivation for learning and are a great way for teachers to incorporate student interests and make connections to the curriculum. Classroom usage of digital games is becoming more widespread, but prior research suggests that game-based learning is underutilized as a tool in the teacher toolbox. This study seeks to understand the factors that influence teachers’ decisions to use or not use digital games in their classroom and make suggestions for convincing reluctant teachers to increase usage of game-based learning in the future. This study uses a survey-based concurrent embedded research design. Participants in the study were 133 current K-12 educators in the United States. Quantitative data was analyzed using SPSS software and path analysis was used to determine the factors that influence a teacher’s intention to use digital games and actual reported usage of digital games in the classroom. Open-ended responses were analyzed using a word frequency and theme-based approach. Overall, the data shows that teachers are integrating digital games into their instruction, with 86% of teachers reporting usage of digital games at least once per week. Teacher perceptions, knowledge of games and teaching with games, and experiences with games were identified as factors influencing digital game usage in the classroom. Findings suggest that ongoing professional development opportunities for teachers can positively affect teacher perceptions and help resistant teachers overcome perceived barriers and increase classroom usage of GBL

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

On Primary School Teachers’ Training Needs in Relation to Game-Based Learning

This study aimed to explore primary school teachers’ training needs in relation to game-based learning. This study used a survey research design. The sample consisted of 410 primary school teachers. A survey was developed in line with the purpose of the study. The data collected through open-ended questions were subjected to content analysis. The teachers reported that they want to use game-based learning approaches in educational activities; however, they do not use it because they feel incompetent. The surveyed teachers felt that they need training in the peculiarities of game-based learning approaches, application examples, course planning, course implementation, and evaluation processes

Teachers' experiences and practices with game-based learning

Game-based learning can support effective pedagogical approaches that can only enter schools if teachers are on-board with it, and are given the necessary time, training and tools. This research examines teachers’ perceptions about educational games and the use of video games in their teaching practice. Data was collected through a survey conducted at the beginning of a continuous professional development course about the creation of educational games, for elementary and middle school teachers. The responses from eighteen teachers working in a group of schools located in the northern region of Portugal are analysed and presented in this paper. Teachers have a low perception of their own technological knowledge and rarely use video games in their teaching practices. Lack of technological resources, as well as insufficient time, are the barriers more referred to as limiting the implementation of game-based learning approaches in schools. The data presented in this study is relevant to guide the design of training programs and strategies to support and scaffold teachers’ knowledge and practical application of game-based learning.This work is funded by CIEd–Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. The first author is funded by FCT/MCTES-PT with a doctoral grant within the PhD Program Technology Enhanced Learning and Societal Challenges, supported by Fundação para a Ciência e Tecnologia, FCT I. P. – Portugal, under the contract PD/BD/127783/2016. The second author is also funded by FCT/MCTES-PT, sabbatical grant SFRH/BSAB/135571/2018.info:eu-repo/semantics/publishedVersio

Mandarin Teachers\u27 Experiences Using Technological Pedagogical Content Knowledge in Early Childhood Classrooms

The focus of this research study was on the experiences and perceptions of Mandarin Chinese teachers who used technologies and innovative instructional methods to teach second language skills to young learners. The conceptual framework drew on 3 theories: (a) Vygotsky’s sociocultural learning theory, (b) Schӧn’s action theory, and (c) Mishra and Koehler’s technological pedagogical content knowledge (TPACK). The research questions focused on the experiences of early childhood teachers integrating TPACK to teach Mandarin Chinese and how do early childhood teachers perceive the use of instructional methods to teach Mandarin Chinese. Purposeful sampling was used to identify 8 Mandarin Chinese language teachers who taught Mandarin Chinese to students in preschool through 3rd grade. Data were collected through semistructured interviews, a questionnaire centered on TPACK, and a reflective journal entry. The data were analyzed through thematic inductive analysis using cross-case analysis to identify codes, patterns, and emerging themes that explored the teacher’s experiences. The overall findings in this study indicated that teachers experienced positive outcomes integrating technology, pedagogy, and content knowledge in the early childhood language learning classroom. The finding has the potential for social change by increasing technological and instructional resources and materials in early childhood language learning classrooms and providing on-going professional development for Mandarin Chinese language teachers in American schools

Do teachers believe that video games can improve learning?

Although video games are increasing their presence in teens/children's private entertainment and there is ample evidence to support their educational possibilities, they are seldom introduced in classrooms. One of the least studied factors relative to the insertion of video games in curricula is teachers' conceptions on their effectiveness to foster learning. In this study, we investigate how teachers conceive of the educational usage of video games, considering their reported value and which video game dimensions are reflected to be of importance, as well as personal traits linked to them (gender, educational level, area of knowledge, teaching experience, behavioral intention ...). We designed a Likert questionnaire with three main dimensions: pragmatic play, epistemic play, and learning outcomes (verbal information, skills, and attitudes). 595 Spanish teachers answered the questionnaire online. We applied ANOVA and multiple regression techniques, which revealed a broad acceptance of video games as educational media. The most relevant analyzed factors turned out to be the intention to use video games in classrooms, and the private use of video games. Teachers believe that video games promote more learning when played with an epistemic goal, mediated by scaffolding and especially under the teacher's guidance, compared to pragmatic play related to completion and success in the game. They also consider video games to mainly promote verbal information learning, procedural learning, and finally attitude learning, with the latter being less probable. We suggest the need to strengthen not only teacher training programs in the educational use of video games but also research on relationships between teachers' beliefs and practices in order to convert these favorable beliefs into actual real practicesThis research was supported by Ministerio de Ciencia e Innovacion of Spain [PID2020-114177RB-I00

Mathematics in the Age of Technology: There is a Place for Technology in the Mathematics Classroom

In today’s world of ubiquitous computing there are a number of technologies available to K-12 educators for teaching and learning mathematics. However, Koehler and Mishra (2008) have described how teaching and learning with such technologies presents a “wicked problem,” as it can involve a number of variables, independent of each other and contextually bound, that need to be brought together. This article highlights the advantages technology offers for mathematics education and looks at some of the reasons behind the poor uptake, such as teacher beliefs and lack of training. A number of solutions are offered to address these issues, including the TPACK framework, and a case is made for using technology in the mathematics classroom

Beliefs and Practices of High School Science Teachers on the Integration of Technology-Based Assessments in the Classroom

As more schools begin to phase in technology to classrooms, teachers are faced with a new task. Technology-based assessments allow teachers and students to get immediate feedback on the level of understanding of a certain topic. Using the Technological Pedagogical Content Knowledge (TPACK) framework gives insight to the knowledge base of teachers in various categories. A survey was conducted with Minnesota high school science teachers on their perceptions and practices of implementing technology-based assessments in their classrooms. Data analysis showed a difference between the beliefs and practices of teachers in their use of this type of assessment. Participants described a number of barriers and changes to integrating technology-based assessments in their classrooms including access, time, training, and software. The data suggests that more training and access is needed for technology-based assessments to be utilized to their full capacity in secondary science education