Show simple item record

dc.contributor.authorChen, Sen_US
dc.contributor.authorZhang, Sen_US
dc.contributor.authorQi, Gen_US
dc.contributor.authorYang, Jen_US
dc.date.available2020en_US
dc.date.issued2020en_US
dc.identifier.citationEducational Technology & Society, 2020, 23 (2), pp. 77 - 92en_US
dc.identifier.issn1176-3647en_US
dc.description.abstractGame-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.en_US
dc.format.extent77 - 92en_US
dc.publisherInternational Forum of Educational Technology & Societyen_US
dc.rightsThis article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND NC 3.0 license.en_US
dc.titleGames Literacy for Teacher Education: Towards the Implementation of Game-based Learningen_US
dc.typeJournal Article
dc.citation.volume23en_US
dc.description.confidentialfalseen_US
dc.identifier.elements-id433487
dc.relation.isPartOfEducational Technology & Societyen_US
dc.citation.issue2en_US
dc.identifier.eissn1436-4522en_US
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/School of Humanities
dc.identifier.harvestedMassey_Dark
pubs.notesNot knownen_US
dc.subject.anzsrc1303 Specialist Studies In Educationen_US


Files in this item

Icon

This item appears in the following Collection(s)

Show simple item record