Attitudes Toward Game Adoption: Preservice Teachers Consider Game-Based Teaching and Learning

Attitudes Toward Game Adoption: Preservice Teachers Consider Game-Based Teaching and Learning

Nancy B. Sardone
Copyright: © 2018 |Pages: 14
DOI: 10.4018/IJGBL.2018070101
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Abstract

Gaming has become a core activity with children and more teachers are using games for learning than five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This article reports on a combined curricular approach built on game strategy research that asked teacher candidates (n= 102) to discuss headlines news about gaming, play games, review games and game research, teach others how to play games, and then construct games. Findings revealed that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.
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Literature Review

The reluctance of teachers to integrate technology into teaching and learning once cited in the literature (for example, Wetzel, Wilhelm, & Williams, 2004; Zhao & Frank, 2003) seems to be dissipating (Joan Ganz Cooney Center Research Report, 2016). Rather, the top barrier to game adoption in K-12 classrooms is lack of teacher training on how to integrate digital content within instruction, reported by 57% of principals surveyed (Project Tomorrow, 2016). In addition, poor teacher education is often to blame for teachers' lack of expertise (Adiguzel, Vannest, & Zellner, 2009; Purcell, 2005).

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