The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter?

Abstract

Previous studies have suggested that understanding the relationships and developmental paths among TPACK constructs plays a crucial role in teachers' TPACK development process. Researchers (Chai et al., Edu Technol Soc 13(4):63-73, 2010) have found that technological knowledge, pedagogical knowledge, and content knowledge are all significant predictors of pre-service teachers' TPACK. Thus, one of the major concerns that educators may have is, which type of knowledge should come first in an educational technology course in order to enhance the participants' TPACK. This study was conducted to examine the effects of the technology-and pedagogy-oriented course design on improving in-service preschool teachers' technological pedagogical content knowledge-Games (TPACK-G) as well as their acceptance of digital gamebased learning. The participants were 49 in-service preschool teachers. They were assigned into a technology-and a pedagogy-oriented group. The results show that when integrating the TPACK-G framework into the preschool context, teachers who were taught with game knowledge first tended to have higher competencies in game knowledge and game pedagogical content knowledge than those who were first instructed with game pedagogical knowledge.

Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials

“…This finding seems to resonate the study Hsu, Liang, and Su (2015) did. In their study, a group of in-service preschool teachers were trained to implement game-based pedagogy.…”

A case for the use of the ability-in language user-in context orientation in game-based assessment

“…While only a handful of the Asian game-based learning literature reviewed for this paper has been formally discussed, it is interesting to note eight of nine articles surveyed were supported with government funding (in addition to those previously cited see also Hooshyar et al 2016;Chuang et al 2015;Wang et al 2016;Hsu, Liang, and Su, 2015;Cheng et al 2012;Liu and Chu 2010). This support tends to speak perhaps to national interests and/or availability of funds to promote this area of research and development.…”

“…In the L2 field, some literature already exists that documents the contribution of digital games to learning (Hsu et al 2015). Research on games as learning tools for English as a Foreign Language (EFL) students is quite promising.…”

Teacher education in ICT: Contributions from different training models

“…1). Although research carried out to validate it by means of structural equations has shown that some of the interactions between the different levels of "knowledge" are not well understood by teachers (Ay, Karadag & Acat, 2015) and are difficult to establish, the reality is that a variety of studies and meta-analyses have been developed around this proposal (Chai, Koh & Tsai, 2013;Ay, Karada & Bahaddin, 2015;Cabero & Barroso, 2016;Khine, Ali & Afar, 2015;Navío and Barroso, 2016), which indicate its validity and significance for ICT teacher training, proposals that have also been diversified from studies of general use of ICT to specific technologies and specific disciplines (Smith, 2013;Tokmak, Incikabi & Ozgelen, 2013;Hsu & Liang, 2015;Deng, Sing, So, Qian & Chen, 2017;Maor, 2017). A model that has acquired some importance in recent years is the "Technological Pedagogical Content Knowledge" (TPACK) developed by Mishra & Koehler (2006).…”