Teacher perceptions of the value of game-based learning in secondary education
J.C. Huizenga, G.T.M. ten Dam, J.M. Voogt, Research Institute of Child Development and Education ; W.F. Admiraal, Leiden University Graduate School of Teaching
Computers & Education Volume 110, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
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.
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Ming-Yueh Hwang, Jon-Chao Hong, Jian-Hong Ye, Yu-Feng Wu, Kai-Hsin Tai & Ming-Chi Kiu
Computers & Education Vol. 138, No. 1 (September 2019) pp. 33–45
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