Impact of pre-service teachers’ gaming behaviours on their confidence and competence in applying game-based learning approaches: Implications for Teacher Educators
Year: 2020
Type: other
Abstract: Despite the increased popularity of Game-based Learning (GBL), there is still a lack\nof empirical evidence supporting GBL as an approach and the need for ongoing research is\nwidely advocated (Hainey et al., 2016). In particular, the area of teacher education in GBL is\nidentified as an area of research that warrants increased attention. According to Foster, Shah &\nDuvall (2015), teachers’ in-ability to use GBL is compounded by the lack of teacher education\nor professional learning programmes that focus on developing teacher confidence and\ncompetence in adopting GBL, particularly at the pre-service level. Accepting the belief that\npre-service teacher education has a strong influence on teachers’ use of technology in their\npractice (Hammond et al, 2009), and acknowledging that a significant variable in teacher\nacceptance and adoption of GBL in the classroom is the teacher’s own prior experience with\ngaming (Becker and Jacobsen 2005); this research investigates how pre-service teachers’\ngameplay behaviours influenced their confidence and competence towards using GBL. It also\nexamines the implications of pre-service teachers’ confidence and competence towards using\nGBL approaches for teacher educators and the design of pre-service teacher education programs\nin GBL.
Institution: Dublin City University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3082543080