Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning

  1. MAMTA SHAH, Drexel University, United States
  2. Aroutis Foster, Drexel University, United States

Wednesday, March 19 1:45 PM-2:15 PM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Megan List, Youngstown State University, United States

Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the development and assessment of teacher knowledge of game-based learning. In this paper, we present quantitative findings from a mixed-methods study undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen graduate and undergraduate pre-service teachers completed an 11-week methods course in game-based learning which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Data sources included pre-post knowledge surveys and pre-mid-post tests that assessed participants’ acquired knowledge and skills of GaNA. We report on the effect of the intervention on teachers’ knowledge of game-based learning. Conclusions and implications are discussed for developing and assessing teachers’

ID
41069
Type
Full Paper
Topics
Games & Simulations Technological, Pedagogical Content Knowledge
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