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Game Network Analysis: For Teaching with Games

Game Network Analysis: For Teaching with Games

Aroutis N. Foster, Mamta Shah, Matthew Duvall
Copyright: © 2016 |Pages: 33
ISBN13: 9781522501640|ISBN10: 1522501649|EISBN13: 9781522501657
DOI: 10.4018/978-1-5225-0164-0.ch019
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MLA

Foster, Aroutis N., et al. "Game Network Analysis: For Teaching with Games." Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 371-403. https://doi.org/10.4018/978-1-5225-0164-0.ch019

APA

Foster, A. N., Shah, M., & Duvall, M. (2016). Game Network Analysis: For Teaching with Games. In I. Management Association (Ed.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 371-403). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch019

Chicago

Foster, Aroutis N., Mamta Shah, and Matthew Duvall. "Game Network Analysis: For Teaching with Games." In Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 371-403. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0164-0.ch019

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Abstract

Teachers report experiencing frustrating issues in using games for instructional purposes. Teachers' inability to use games is further compounded by the lack of teacher education or professional development programs that focus on developing teacher competence in adopting game-based learning, particularly at the pre-service level. Thus, in this chapter, the Game Network Analysis (GaNA) framework is presented as a methodological approach developed to aid teachers in teaching and learning with games in educational contexts. The application of GaNA is highlighted through case studies with pre-service and in-service teachers. The case studies illustrate how GaNA, through a focus on game analysis, game integration, and ecological conditions impacting game use, can empower teachers to adopt game-based learning in a systematic, but adaptive manner. The chapter concludes with a discussion of future directions for teacher educators and educational researchers who are interested in developing teachers' knowledge and skills in game-based learning.

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