This study investigated pre-service teachers’ perceptions of using iPads in teaching, with a focus on motivation to adopt iPads, iPad-integration self-efficacy, and intention to adopt iPads for future teaching. Changes of pre-service teachers’ perceptions of using iPads over time as well as the relationships of motivation, self-efficacy, and intention for iPad adoption were examined. Participants were pre-service teachers from a university in the northeastern United States. Data were collected using online pre- and post-surveys. Quantitative and qualitative approaches were performed to analyze the data. Results indicated that there were significant changes in pre-service teachers’ motivation and intention to adopt iPads before and after their participation in a mobile learning project. Motivation and iPad-integration self-efficacy were significant predictors of pre-service teachers’ intention for future adoption. iPad ownership and prior experience with iPad-integrated lesson plans were potential factors that had a significant impact on pre-service teachers’ perceptions of using iPads in future teaching. Pre-service teachers’ perceived advantages and disadvantages of using iPads were reported and discussed. The findings of this study not only contribute to the understanding of iPad integration among pre-service teachers, but also provide an evidence on the positive influence of iPad-integrated activities on pre-service teachers’ perceptions of using iPads for future teaching.
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This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation of TPACK-G constructs, and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Data were collected using online surveys. Quantitative approaches were performed to analyze the data. Results indicated that game content knowledge (GCK) and game pedagogical knowledge (GPK) significantly predicted pre-service teachers’ game pedagogical content knowledge (GPCK), with GPK being the strongest predictor. Pre-service teachers with high levels of motivation or self-efficacy for digital game integration had significantly better TPACK-G than those with low levels. Personal factors, including gender and prior experiences with digital games, were found to be influential to pre-service teachers’ TPACK-G. This study adds to the understanding of the application of the TPACK model in the context of digital game use for pre-service teachers.
In recent years, the game industry has become one of the most popular and competitive industries. To quickly expand game markets and attract more game players and consumers, a variety of types of games are developed by the companies and developers. Cross-region games are also common in the current game markets. Consequently, a multi-national competition across different cultures or countries is inevitable. For successful expansion of game market, the existence of cultural differences of game players with various cultural backgrounds is one of the notable issues we cannot ignore. Even though there are studies focusing on the relevant cultural differences, there are no study summarizing the past findings. Additionally, no powerful norm has yet been defined, therefore this paper will investigate whether it is feasible to apply the Hofstedes’ Cultural Dimensions Theory, often utilized in Management, to game industries and to be a reliable guidance for game design and development for cross-culture game players.
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