Students’ and Teachers’ Perceptions of Using Video Games to Enhance Science Instruction

Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

doi:10.1007/s10956-012-9421-9

Cited by 45 publications

(33 citation statements)

References 30 publications

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“…Teachers experiencing their own form of subjective 'success' are more likely to want to use DGP again Believer teachers felt they experienced subjective success when using DGP in the classroom. Similarly, several studies (Becker and Jacobsen 2005;Marino et al 2013;Rosas et al 2003) found that teachers' acceptance of DGP in the classroom increased after teachers had used them. None of these studies examined what might happen if a teacher felt that their experience with using DGP was an unsuccessful one.…”

Section: The Importance Of Identifying As An Educational Technology Imentioning

confidence: 85%

“…None of these studies examined what might happen if a teacher felt that their experience with using DGP was an unsuccessful one. It is evident, however, that teachers in Marino et al (2013)'s study felt their use of DGP had been successful. For example, teachers in the Marino et al (2013)'s study believed that the DG prompted more social learning to occur and they felt that it worked well for students who didn't perform well with traditional teaching.…”

Section: The Importance Of Identifying As An Educational Technology Imentioning

confidence: 91%

“…It is evident, however, that teachers in Marino et al (2013)'s study felt their use of DGP had been successful. For example, teachers in the Marino et al (2013)'s study believed that the DG prompted more social learning to occur and they felt that it worked well for students who didn't perform well with traditional teaching. This suggests therefore, that in order for teachers to accept DGP, they should be introduced to DGP in a manner that they are most likely to experience success, and in terms that are meaningful to them.…”

Section: The Importance Of Identifying As An Educational Technology Imentioning

confidence: 91%

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Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

Stieler-Hunt

Jones

2015

Research in Learning Technology

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This study used qualitative methods to explore why some educators embrace the use of digital game-play (DGP) in the classroom. The results indicated that these teachers had a very strong belief that DGP could be beneficial for learning which stemmed from experiencing their own form of subjective success with using DGP in the classroom, availing themselves of information and advocacy about using DGP in the classroom and personal experiences with DGP either through their own DGP or through watching their own children play games. They also shared positive attitudes towards information and communication technologies generally and had initially been invited to use DGP in the classroom by someone in authority. Their use of DGP was also something that they felt made them different to other teachers. Applying these findings to Rogers' Diffusion of Innovations theory predicted that the diffusion rate of using DGP in the classroom will continue to be slow. Finally, this study indicates that teachers need to experience their own form of subjective 'success' in order to find DGP valuable and this subjective 'success' often goes beyond test score performance.

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Section: The Importance Of Identifying As An Educational Technology Imentioning

confidence: 85%

Section: The Importance Of Identifying As An Educational Technology Imentioning

confidence: 91%

Section: The Importance Of Identifying As An Educational Technology Imentioning

confidence: 91%

See 1 more Smart Citation

Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

Stieler-Hunt

Jones

2015

Research in Learning Technology

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“…This suggests that science teachers' preparation and their use of technologies are closely linked to goals, scientific inquiries, and assessments. Marino, Israel, Beecher, and Basham (2013) reported, after investigating middle school students' use of video games, that teachers who participated in the study thought that the video games linked to national science benchmarks, and assessments within games had more promise. Connecting technologies to science planning and instructional implementation and making more explicit technology integration efforts in teacher preparation are an area in need of more research.…”

Section: Preparing Elementary Science Teachers To Integrate Emerging mentioning

confidence: 99%

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

Bahng

Lee

2017

iejee

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The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an insider-led work-based study, synthesizing an outsider perspective. We collected data from 229 ETCs enrolled in science methods course over three academic years including semi-open ended reflective questionnaire, science journal notebooks, 5E science lesson plans, peer teaching classroom observations, and instructor's semester notebooks. Results indicate that as a VR platform, SL provided unique learning experiences that encourage discovering, problem solving, or accidental learning for these mostly first-time user ETCs. Three themes emerged in terms of perceptions of integrating VR into science teaching: (1) skeptical integrators (29%), (2) observant integrators (59%), and (3) innovative integrators (12%). However, none of the ETC collaborative groups integrated a VR platform during their 5E science lesson planning activities, demonstrating the gap between learning experiences and practices. Finally, we converged analysis results with related literature to develop a theory. This study contributes to the discussions on preparing teachers for the 21st century in which all will live in a technology-accelerated society.

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“…We have chosen videogames over other possibilities because there is a clear and potentially fruitful connection with the imagistic aspects of video games and our conceptions of utopia. Well-designed games can include utopian affordances that improve engagement and learning across a range of ability levels (Marino et al, 2013(Marino et al, , 2014. We will discuss aspects of video games and simulations that have been identified as a means to improve student engagement in collaborative discourse, dialogue and literacy (National Research Council, 2011).…”

Section: Utopia Gaming and E-learningmentioning

confidence: 99%

Utopia: An imaginative, critical and playful dialogue on the meaning and practice of contemporary education

Hayes

Marino

2015

E-Learning and Digital Media

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In this article the authors re-examine Sir Thomas More's classic book Utopia as a potential source of ideas and concepts for examining, understanding and imagining contemporary education. Too often the concept utopia is used to criticize an idea, perspective or image as offering a simplistic solution to a complex problem, or, at its worst, as a model that all must be forced to accept. In our rereading of Utopia we suggest that the book and the concept can be best understood as an imaginative, critical and playful dialogue. When applied to the field of education utopia offers the potential for reimagining how we engage with and conceptualize educational theory and practice.

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Students’ and Teachers’ Perceptions of Using Video Games to Enhance Science Instruction

Cited by 45 publications

References 30 publications

Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

Utopia: An imaginative, critical and playful dialogue on the meaning and practice of contemporary education

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