Teacher candidates’ state of using digital educational games

Alkan, Ayşe; Mertol, Hüseyin

doi:10.11591/ijere.v8i2.19260

Cited by 8 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The educational benefits of games, which explained that games are stimulating, motivating as well as entertaining [27]. The results showed teachers enjoyed the use of games in the classroom but they were concerned with their own abilities in conducting the lesson [28]. In this study however, 30.3% of the respondents totally agreed that using games was able to lower pre-service teachers' anxiety while teaching.…”

Section: Section C-pre-service Teachers' Perception On Gamificationmentioning

confidence: 70%

Role of gamification in classroom teaching: Pre-service teachers’ view

Mee

Shahdan

Ismail

et al. 2020

IJERE

View full text Add to dashboard Cite

Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.

show abstract

Section: Section C-pre-service Teachers' Perception On Gamificationmentioning

confidence: 70%

Role of gamification in classroom teaching: Pre-service teachers’ view

Mee

Shahdan

Ismail

et al. 2020

IJERE

View full text Add to dashboard Cite

show abstract

“…Similarly, in-service Math teachers in Demirbilek and Tamer's (2010) and Watson and colleagues' (2016) studies also had some reservations about classroom management. Likewise, in Alkan and Mertol's (2019) study, preservice teachers' responses showed that they were not feeling confident and worried about how they should incorporate games into the class. However, in this study, two in-service teachers were mainly concerned about the possibility that students could get addicted to video games.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 95%

Integrating Commercial-off-the-Shelf Games into Language Classroom: PCaRD Experience of Two English Language Teachers

Aydın

Çakır²

2022

Eğitimde Kuram Ve Uygulama

View full text Add to dashboard Cite

Article InfoThis study aims to investigate two English language teachers' perspectives on adopting a game-enhanced language learning intervention that was designed according to the PCaRD framework. For this purpose, a semi-structured interview protocol and researcher memos were utilized as data collection tools, and the data were subjected to thematic analysis. The results of the study indicated that the game-enhanced activities integrated into the curriculum were effective in promoting students' foreign language learning and instrumental in helping students develop a more positive self-image about their foreign language abilities. Despite the time cost of preparing the activities bridging the commercialoff-the-shelf games into the existing curriculum and applying them in class and concerns about the negative connotation of video games, the PCaRD framework provides essential guidelines that teachers will find helpful for enhancing their students' learning experiences and motivation for learning.

show abstract

“…In the research conducted to determine the prospective teachers' use of digital educational games, it was concluded that there was a significant difference according to gender and the department they studied. This difference is in favor of male teacher candidates and social studies teacher candidates (Alkan & Mertol, 2019). In the research, which aims to determine the opinions of prospective teachers on the development of a digital game and its adaptation to educational environments, they stated that the games developed with the digital game development software called KODU will make the lesson fun, reinforce and make permanent the learned, and provide active participation in the lesson.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Examination of prospective teachers' levels of using digital educational games

Kapıdere

2021

CJES

View full text Add to dashboard Cite

With the rapid development of technology, digital games have become an important part of the educational process. The purpose of this study was to investigate digital educational game usage behaviour in terms of demographic variables. The model of this study is a factorial pattern among multi-variant patterns that aim to reveal the effects of multiple independent variables together. In this study, prospective teachers’ digital educational game perceptions were considered as independent factorial patterns to observe the differences between gender, class level, education program, playing digital games and duration independent variable categories. The study group of the research consists of 230 teacher candidates who continue their education at Inonu University Faculty of Education. Digital Educational Game Perception Scale was used in this study. Perceptive awareness and perceptive control behaviors of male students are higher than female students. Prospective teachers playing digital games have higher levels of emotional dimension, perceptive awareness, perceptive control behavior and behavioral dimension. When the playing time is taken into account, the emotional dimension and perceptive awareness levels of those who play games for more than 10 hours are higher. The research can then be expanded by the other researcher or the other by obtaining qualitative opinions. Keywords: Digital Games; Digital Educational Games; Digital Games Using; Prospective Teachers

show abstract

Teacher candidates’ state of using digital educational games

Cited by 8 publications

References 6 publications

Role of gamification in classroom teaching: Pre-service teachers’ view

Role of gamification in classroom teaching: Pre-service teachers’ view

Integrating Commercial-off-the-Shelf Games into Language Classroom: PCaRD Experience of Two English Language Teachers

Examination of prospective teachers' levels of using digital educational games

Contact Info

Product

Resources

About