The combination of knowledge, skills, attitudes, values, and personal characteristics, enabling the teacher to act professionally and appropriately in a situation.
Published in Chapter:
Educators as Facilitators of Game-Based Learning: Their Knowledge, Attitudes, and Skills
Jessica Reuter (GOVCOPP, DEGEIT, University of Aveiro, Portugal), Marta Ferreira Dias (GOVCOPP, DEGEIT, University of Aveiro, Portugal), Marlene Amorim (GOVCOPP, DEGEIT, University of Aveiro, Portugal), Mara Madaleno (GOVCOPP, DEGEIT, University of Aveiro, Portugal), and Claúdia Veloso (GOVCOPP, DEGEIT, University of Aveiro, Portugal)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-7998-7271-9.ch028
Abstract
Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. The study was developed through critical literature review, interviews, and questionnaires. The outcome is the development of a framework of competencies of an educator willing to use game-based learning. The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions.