Teacher candidates’ views of a multi‐user virtual environment (MUVE)

Sardone, Nancy; Devlin-Scherer, Roberta

doi:10.1080/14759390701847484

Cited by 25 publications

(19 citation statements)

References 12 publications

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“…These studies found that supporting student engagement, learning, and motivation to learn are important reasons for teachers to use games in their classes (e.g. Allsop et al, 2013;Can & Cagiltay, 2006;Ince & Demirbilek, 2013;Li, 2013;Pastore & Falvo, 2010;Ruggiero, 2013;Sardone & Devlin-Scherer, 2008). The findings from the current study confirms teachers' perceptions of the value of teaching with games in ecologically valid situations (e.g., the classroom).…”

Section: Discussionsupporting

confidence: 78%

“…Many studies that examined why teachers value teaching with games show that the main reason teachers report for using digital games in their class is to enhance student motivation (Allsop et al, 2013;Can & Cagiltay, 2006;Ince & Demirbilek, 2013;Li, 2013;Pastore & Falvo, 2010;Ruggiero, 2013;Sandford et al, 2006;Schrader, Zheng, & Young, 2006;Wastiau, Kearney, & Van den Berghe, 2009). In addition, teachers also mention students' acquisition of knowledge and cognitive skills as a reason for using (or wanting to use) games in their lessons (Allsop et al, 2013;Can & Cagiltay, 2006;Ince & Demirbilek, 2013;Sardone & Devlin-Scherer, 2008;Schrader et al, 2006). These beliefs regarding learning opportunities have the strongest direct effect on teachers' intentions to use games (De Grove et al, 2012).…”

Section: Teachers' Perceptions Of and Experience Of Teaching With Digital Gamesmentioning

confidence: 99%

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Teacher perceptions of the value of game-based learning in secondary education

Huizenga

Dam

Voogt

et al. 2017

Computers & Education

150

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Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the practice-based perceptions of teachers who do teach with digital games -either playing or creating games -in their classroom. Semi-structured interviews were conducted with 43 secondary education teachers. Our findings showed that most teachers who actually use games in class perceived student engagement with a game and cognitive learning outcomes as effects of the use of games in formal teaching settings. Fewer teachers mentioned motivational effects of learning with digital games. The implications of these findings for the use of digital games in teachers' educational practice are discussed.

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Section: Discussionsupporting

confidence: 78%

Section: Teachers' Perceptions Of and Experience Of Teaching With Digital Gamesmentioning

confidence: 99%

Teacher perceptions of the value of game-based learning in secondary education

Huizenga

Dam

Voogt

et al. 2017

Computers & Education

150

View full text Add to dashboard Cite

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“…It appears that personal experiences with technology may not provide the confidence needed for preservice teachers to lead games with their students. Implementation of digital games requires skill, time, and attention that new teachers may not have (Sardone & Devlin-Scherer, 2008;Vannatta & Fordham, 2004). As teachers are critical to successful adoption of educational change, preconceived attitudes to digital games may present problems in their future implementation.…”

Section: Candidates and Technologymentioning

confidence: 97%

“…Specific to digital games, teacher candidates voice concerns related to assistance with implementation, classroom management, and the perceived usefulness of games (Bullock, 2004;Cuban, 2001;Doering et al, 2003;Sardone & Devlin-Scherer, 2008). It appears that personal experiences with technology may not provide the confidence needed for preservice teachers to lead games with their students.…”

Section: Candidates and Technologymentioning

confidence: 98%

Teacher Candidate Responses to Digital Games

Sardone

Devlin-Scherer

2010

Journal of Research on Technology in Education

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Teacher Candidate Responses to Digital Games: 21 81 -Century Skills Development JRTE I Vol. 42,No. 4, Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that the element of motivation was important, but motivation alone was not a sufficient reason to influence them to use digital-game-based instruction in their future classrooms. However, peer modeling and the positive responses received from middle/high school students to whom candidates taught games appeared to be factors in teacher candidates' decision to use digital games in the classroom. (

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“…Σε επτά μελζτεσ, το δείγμα αποτελείται από εκπαιδευτικοφσ. Σε ζξι από αυτζσ οι ερευνθτικοί ςτόχοι αφοροφςαν τθν ςτάςθ τουσ απζναντι ςτθν τεχνολογία εικονικισ πραγματικότθτασ και τθν αξιολόγθςθ των ΕΕΡ ωσ εκπαιδευτικϊν εργαλείων (Di Blas & Poggi, 2007;Goncalves, 2005;Kameas et al, 2000;Ligorio & Van Veen, 2006;Ni et al, 2006a;Sardone & Devlin-Scherer, 2008), και μόνο μια αναφζρεται ςε μακθςιακά αποτελζςματα εκπαιδευτικϊν μετά τθ χριςθ ενόσ ΕΕΡ (Mikropoulos et al, 2003).…”

Section: εκπαιδευτικό πλαύςιοunclassified

Παιδαγωγική Αξιοποίηση Των Ιδιαίτερων Χαρακτηριστικών Της Εικονικής Πραγματικότητας

Natsis¹,

Νάτσης²

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The sense of presence is a key feature of user interaction with a virtual reality system. Technological factors, user characteristics and content factors may influence user's sense of presence. While presence is considered an important feature of educational virtual environments which may contribute in a positive student experience, its benefits in learning outcomes has rarely been investigated. The aim of this doctoral thesis is to investigate the impact of virtual reality characteristics (technological and content) and user characteristics on sense of presence and learning outcomes, in an educational virtual environment concerning ancient Greek pottery.A highly interactive virtual environment depicting an excavation site was designed and developed. Initially, users were visited the showroom with a collection of ancient pots where they acquired the necessary knowledge in order to involve in authentic interactive learning activities inside the virtual environment. Two empirical studies were conducted and the sample consisted of pre-service education students of the Department of Primary Education, the University of Ioannina. Regarding technological factors, the studies were focused on viewing condition. In the first study, the impact of screen size was studied, whether in the second study the impact of stereoscopic or monoscopic presentation of the virtual content was investigated. Domain specific interest in the discipline and user experience in playing video-games were the user factors examined. The content of the virtual environment were differentiated by applying two different didactic strategies.Results showed that didactic strategy is the only factor that influences the learning outcomes. Users who involved in learning tasks have better performance in the post-test than the students who just visited the collection of ancient pots. Stereoscopic presentation did not affect learning outcomes or the sense of presence. Domain specific interest associated with higher level of presence, while user experience in playing videogames resulted in less time for completing the learning activities. Finally, the sense of presence was not related to learning outcomes. This thesis highlights the necessity of the proper didactic design for the accomplishment of learning goals in an educational virtual environment. It also provides new empirical data in the research of identifying technological factors, user characteristics and content factors which may influence the sense of presence and learning outcomes in an educational virtual environment.

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Teacher candidates’ views of a multi‐user virtual environment (MUVE)

Cited by 25 publications

References 12 publications

Teacher perceptions of the value of game-based learning in secondary education

Teacher perceptions of the value of game-based learning in secondary education

Teacher Candidate Responses to Digital Games

Παιδαγωγική Αξιοποίηση Των Ιδιαίτερων Χαρακτηριστικών Της Εικονικής Πραγματικότητας

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