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Teacher perceptions of the value of game-based learning in secondary education
ARTICLE

, , , Research Institute of Child Development and Education ; , Leiden University Graduate School of Teaching

Computers & Education Volume 110, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the practice-based perceptions of teachers who do teach with digital games - either playing or creating games - in their classroom. Semi-structured interviews were conducted with 43 secondary education teachers. Our findings showed that most teachers who actually use games in class perceived student engagement with a game and cognitive learning outcomes as effects of the use of games in formal teaching settings. Fewer teachers mentioned motivational effects of learning with digital games. The implications of these findings for the use of digital games in teachers’ educational practice are discussed.

Citation

Huizenga, J.C., ten Dam, G.T.M., Voogt, J.M. & Admiraal, W.F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers & Education, 110(1), 105-115. Elsevier Ltd. Retrieved October 24, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.03.008

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