Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning
Game-based learning (GBL) has been widely recognised in research, and evidently benefited for learners. However, what GBL is perceived by teachers and learners has been a concern that might impact on quality of teaching and learning in the GBL environment. Game-based pedagogy meticulously designed f...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2020-04-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/23_2#h.nfxl7vxunfyy |
| _version_ | 1817986204946137088 |
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| author | Si Chen Sujing Zhang Grace Yue Qi Junfeng Yang |
| author_facet | Si Chen Sujing Zhang Grace Yue Qi Junfeng Yang |
| author_sort | Si Chen |
| collection | DOAJ |
| description | Game-based learning (GBL) has been widely recognised in research, and evidently benefited for learners. However, what GBL is perceived by teachers and learners has been a concern that might impact on quality of teaching and learning in the GBL environment. Game-based pedagogy meticulously designed from a teacher's perspective was regarded as harping on the same string without fun by learners. This paper aims to explore games literacy capabilities in supporting teachers to implement GBL that meets learners’ needs and expectations. Semi-structured interviews and surveys with experienced teachers of GBL and experts in the relevant field were conducted, followed by an Analytic Hierarchy Process seeking perceptions of a group of academics and researchers. Findings suggested five key capabilities in game literacy required by teachers in implementing GBL. They are (1) basic games literacy, (2) high-level games literacy, (3) instructional design for GBL, (4) organisation and management for GBL, and (S) evaluation of GBL. Amongst the five, instructional design for GBL and high-level games literacy were rated highly impacting on the quality of teaching. Based on the findings, aiming at informing teacher education and professional development, we proposed a framework providing a guidance to improve game-based design and pedagogical practices for teachers in the implementation of GBL in their classrooms. It concludes that teachers’ capabilities in games literacy require specific attention to instructional design – that demands a thought-provoking process for GBL. |
| first_indexed | 2024-04-14T00:07:19Z |
| format | Article |
| id | doaj.art-04ee9df607834e03a187e7c266bc9b40 |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-14T00:07:19Z |
| publishDate | 2020-04-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-04ee9df607834e03a187e7c266bc9b402022-12-22T02:23:29ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222020-04-012327792Games Literacy for Teacher Education: Towards the Implementation of Game-based LearningSi Chen0Sujing Zhang1Grace Yue Qi2Junfeng Yang3Hangzhou Normal University, ChinaHangzhou Normal University, ChinaMassey University, New ZealandHangzhou Normal University, ChinaGame-based learning (GBL) has been widely recognised in research, and evidently benefited for learners. However, what GBL is perceived by teachers and learners has been a concern that might impact on quality of teaching and learning in the GBL environment. Game-based pedagogy meticulously designed from a teacher's perspective was regarded as harping on the same string without fun by learners. This paper aims to explore games literacy capabilities in supporting teachers to implement GBL that meets learners’ needs and expectations. Semi-structured interviews and surveys with experienced teachers of GBL and experts in the relevant field were conducted, followed by an Analytic Hierarchy Process seeking perceptions of a group of academics and researchers. Findings suggested five key capabilities in game literacy required by teachers in implementing GBL. They are (1) basic games literacy, (2) high-level games literacy, (3) instructional design for GBL, (4) organisation and management for GBL, and (S) evaluation of GBL. Amongst the five, instructional design for GBL and high-level games literacy were rated highly impacting on the quality of teaching. Based on the findings, aiming at informing teacher education and professional development, we proposed a framework providing a guidance to improve game-based design and pedagogical practices for teachers in the implementation of GBL in their classrooms. It concludes that teachers’ capabilities in games literacy require specific attention to instructional design – that demands a thought-provoking process for GBL.https://www.j-ets.net/collection/published-issues/23_2#h.nfxl7vxunfyygame-based learninggames literacyglte frameworkinstructional designteacher education |
| spellingShingle | Si Chen Sujing Zhang Grace Yue Qi Junfeng Yang Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning Educational Technology & Society game-based learning games literacy glte framework instructional design teacher education |
| title | Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning |
| title_full | Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning |
| title_fullStr | Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning |
| title_full_unstemmed | Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning |
| title_short | Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning |
| title_sort | games literacy for teacher education towards the implementation of game based learning |
| topic | game-based learning games literacy glte framework instructional design teacher education |
| url | https://www.j-ets.net/collection/published-issues/23_2#h.nfxl7vxunfyy |
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