Preservice Teachers Consider Game-Based Teaching and Learning

Abstract

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Game-based learning: Reinforcing a paradigm transition on pedagogy amid COVID-19 to complement emergency online education

“…The models can ensure educational value, game-play design, and appropriateness to the target students (Hollins, 2011). Educational institutions should train the teachers and future teachers in teacher-training programs to learn games and facilitation techniques (Sardone, 2018). By doing so, they can develop assessments and design strategies built on game content.…”

Education Game As An Effort Delightful Learning In The Elementary School

“…Anak pada umur tersebut berada pada jenjang pendidikan SD (Dang, Ved, & Vemuri, 2018;Wilson et al, 2017). Oleh karena itu, seorang guru masih dapat menggunakan media pembelajaran namun harus dilakukan inovasi agar lebih menarik dan terlihat seakan konkret bagi siswa games (Grey et al, 2017;Javaid, 2017;Sardone, 2018). Penggunakan media pembelajaran dengan memanfaatkan teknologi diharapkan akan adanya perubahan suasana belajar menjadi lebih bervariasi dan aktif (Barclay & Bowers, 2018;York & DeHaan, 2018).…”

“…Jika siswa telah belajar dengan senang, tentu materi pembelajaran yang disampaikan akan lebih mudah diserap oleh siswa (Barnard, 2017;Gauthier & Jenkinson, 2017;Kim, 2019;Sardone, 2018;Yong, Gates, & Chan, 2019). Oleh karena itu penyajian materi pembelajaran menggunakan media pembelajaran yang menarik perlu dilakukan.…”