• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Journal Articles
    • View Item
    •   Home
    • Massey Documents by Type
    • Journal Articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning

    Icon
    View/Open Full Text
    ETS_23_2_06.pdf (471.8Kb)
    Abstract
    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.
    Citation
    Educational Technology & Society, 2020, 23 (2), pp. 77 - 92
    Date
    2020
    Author
    Chen, S
    Zhang, S
    Qi, G
    Yang, J
    Rights
    This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND NC 3.0 license.
    Publisher
    International Forum of Educational Technology & Society
    Collections
    • Journal Articles
    Metadata
    Show full item record

    Copyright © Massey University
    Contact Us | Send Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    Contact Us | Send Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1