Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption

Ketelhut, Diane Jass; Schifter, Catherine

doi:10.1016/j.compedu.2010.10.002

Cited by 162 publications

(95 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Various studies also support the fact that using games leads to positive outcomes in teaching (Bayırtepe & Tüzün, 2007;Jonker & van Galen, 2004;Klara, 2011;Meletiou-Mavrotheris & Mavrotheris, 2012;Pulos & Sneider, 1994;Randel, Morris, Wetzel, & Whitehill, 1992;Steffe & Wiegel, 1994;Vankúš, 2008). Studies on game-based teaching have been done regarding its effect on teaching math (Altunay, 2004;Kılıç, 2007;Tural, 2005;Yiğit, 2007), computer skills (Bayırtepe & Tüzün, 2007;Ketelhut & Schifter, 2011;Yağız, 2007), child development during the pre-school period (Aytekin, 2011), and on teaching Physics (Anderson & Barnett, 2011). There are also studies related to teachers' attitudes and perceptions toward games and game-based teaching (Bakar, Inal, & Cagiltay, 2006;Barbour & Evans, 2009;Kenny & McDaniel, 2011;Kennedy-Clark, 2011;Ketelhut & Schifter, 2011).…”

Section: Using Gbl In Teacher Education In a Prwi Coursementioning

confidence: 99%

Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

2015

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term of the 2013-2014 academic year. After a 12-week teaching period, the data regarding preservice teachers' views were collected by means of a questionnaire and semi-structured interviews. While the descriptive analysis technique, including the presentation of data in terms of frequency (f) and percentages (%), was used for the quantitative data, the qualitative data analysis was completed progressively over three phases: (1) data reduction, (2) data display, and (3) conclusion drawing. The results of both the qualitative and quantitative data revealed that pre-service teachers held positive opinions toward the use of game based learning scenarios in Primary Reading and Writing Instruction courses. Moreover, according to the results, the preservice teachers stated that their knowledge related to primary reading and writing instruction was enhanced as a result of the game based activities. On the other hand, the challenge most frequently experienced by the pre-service teachers included feeling anxious about the possibility of failing to design both an age-and contentappropriate game.

show abstract

Section: Using Gbl In Teacher Education In a Prwi Coursementioning

confidence: 99%

Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

2015

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

show abstract

“…This way of organising data was in line with the way in which education technology researchers position participant attrition and participation (Ketelhut & Schifter, 2011). It also aligned with how teachers spoke about their experiences, and how education technology researchers planning and executing design-based research, as well as administrators and teachers considering participation in such research might frame implementation.…”

Section: Data Organization Meaning Making and Participant Voicesmentioning

confidence: 84%

Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment

Olmanson

Abrams

2013

E-Learning and Digital Media

View full text Add to dashboard Cite

In this article, the authors trace teachers' experiences while participating in an educational technology development and research project focused on the creation and use of an online writing and peer review environment. They follow teachers from their initial expectations of the program, to their response to professional development training sessions, planning sessions, student account setup, and to their initial attempts at utilizing the digital learning environment in the classroom. In so doing, the authors suggest that the path toward and away from successful classroom implementation of emerging learning technologies is a multiple, shifting, and interrelational one, influenced by constellations of factors including affect, administrator support, student buy-in, research and development team knowledge and availability, district priorities, and the amount of upheaval in the personal lives of teachers.

show abstract

“…The role of the PD facilitator is also crucial (Borko, 2004). The support for teachers to clarify ideas and reflect on practice depends on the expertise of the mentor or collaborator and the time allocated for teachers to work with him/her during the PD program (Cleland, Wetzel, Buss, & Rillero, 1999;Ketelhut & Schifter, 2011;Penuel & Yarnall, 2005;Penuel et al, 2008;Williams, 2008). Furthermore, facilitators must be able to establish a community of learners in which inquiry is valued, and they must structure the learning experiences for that community (e.g., Phillips, 2003;Remillard & Geist, 2002;Strahan, 2003).…”

Section: The Role Of Professional Developmentmentioning

confidence: 99%

Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

Louca

Tzialli

Skoulia

et al. 2013

NorDiNa

View full text Add to dashboard Cite

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science. Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

show abstract

Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption

Cited by 162 publications

References 8 publications

Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment

Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

Contact Info

Product

Resources

About