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Achievement Unlocked?: Understanding Perceptions, Challenges, and Implications of GBL in Classrooms

Achievement Unlocked?: Understanding Perceptions, Challenges, and Implications of GBL in Classrooms

Phu Vu, Marissa A. Fye
Copyright: © 2020 |Pages: 11
ISBN13: 9781799820154|ISBN10: 1799820157|ISBN13 Softcover: 9781799820161|EISBN13: 9781799820178
DOI: 10.4018/978-1-7998-2015-4.ch013
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MLA

Vu, Phu, and Marissa A. Fye. "Achievement Unlocked?: Understanding Perceptions, Challenges, and Implications of GBL in Classrooms." Global Perspectives on Gameful and Playful Teaching and Learning, edited by Matthew Farber, IGI Global, 2020, pp. 276-286. https://doi.org/10.4018/978-1-7998-2015-4.ch013

APA

Vu, P. & Fye, M. A. (2020). Achievement Unlocked?: Understanding Perceptions, Challenges, and Implications of GBL in Classrooms. In M. Farber (Ed.), Global Perspectives on Gameful and Playful Teaching and Learning (pp. 276-286). IGI Global. https://doi.org/10.4018/978-1-7998-2015-4.ch013

Chicago

Vu, Phu, and Marissa A. Fye. "Achievement Unlocked?: Understanding Perceptions, Challenges, and Implications of GBL in Classrooms." In Global Perspectives on Gameful and Playful Teaching and Learning, edited by Matthew Farber, 276-286. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2015-4.ch013

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Abstract

Even though game-based learning is trending both in research and in practice, there is still a limited understanding about the relationships between teachers' and students' perceptions of academic achievement, levels of learning engagement, and challenges implementing this pedagogical approach in a PK-12 setting. Data used for this research project were extracted from responses to an annual online survey administered to teachers and students at middle schools and high schools in a Midwest state in America. The authors' results indicate that teachers and students agree that students were more engaged in class learning activities if they were managed like games, and GBL helped improve student academic performances. Finally, “Insufficient time” was the most common barrier to the teachers' effort of implementing GBL in their classrooms.

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