You are here:

Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers' Digital Game Design Experience
ARTICLE

, , ,

Journal of Research on Technology in Education Volume 45, Number 4, ISSN 1539-1523

Abstract

This research study examines preservice teachers' experiences of learning through game design. In particular, we investigate how their perceptions of digital games have evolved through the process of designing and building their own educational games. We are also concerned with the knowledge and reasoning skills that preservice teachers incorporate into their games. Further, we investigate the 21st century skills involved in the game design and implementation process. In this case study, the participants are first-year students at a university in Western Canada enrolled in a secondary mathematics methods course. A total of 21 preservice teachers (10 males and 11 females) in the class participated, ranging from ages 20 to 45 years old. We collected three sets of data: open-ended pre- and post-surveys, games created by preservice teachers, and follow-up interviews with selected participants. The analysis of the data shows that the game-building experience impacted preservice teachers' perceptions related to challenges, problems solving, and attitudes toward gaming and design. Further, their games demonstrated these preservice teachers' fair understanding of pedagogical and cognitive components. (Contains 7 tables and 1 figure.)

Citation

Li, Q., Lemieux, C., Vandermeiden, E. & Nathoo, S. (2013). Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers' Digital Game Design Experience. Journal of Research on Technology in Education, 45(4), 309-337. Retrieved April 21, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Using Diffusion of Innovations Theory to Optimally Plan Professional Development on Game-Based Learning

    Joseph Runciman, Towson University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 855–861

  2. A systematic review of literature on students as educational computer game designers

    Kevser Hava, Bozok University, Turkey; Hasan Cakir, Gazi University, Turkey

    Journal of Educational Multimedia and Hypermedia Vol. 27, No. 3 (July 2018) pp. 323–341

  3. Students as Creators of Educational Games - Learning to Use Simple Frameworks and Tools to Empower Students as Educational Game Designers

    Ana Rute Martins & Lia Raquel Oliveira, CIEd – Research Centre in Education,Institute of Education, University of Minho, Portugal

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1210–1215

  4. Teaching to Teach (With) Game Design: Game Design and Learning Workshops for Preservice Teachers

    Mete Akcaoglu, Georgia Southern University, United States; Ugur Kale, West Virginia University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 16, No. 1 (March 2016) pp. 60–81

  5. Teacher Designed Games: Leading Innovation in Classrooms

    Yang Liu, University of Calgary, Canada

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 665–669

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.