Experimenting with game-based learning in preservice teacher education

Abstract

Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.

Guidelines of Serious Game Design for Promoting Reframing

“…Previous studies highlight that SGs are designed in order to improve related learning outcomes. For example, Bressler and Tutwiler (2021) propose that mobile augmented reality games provide benefits to support serious science learning; SGs have been shown to successfully promote the acquisition of teachers’ domain-specific knowledge and skills (Johnson & Kim, 2021, Alyaz & Genc, 2016, Lameras et al, 2014). However, little explanation is shown for the methods of game-making relevant to enhancing learning outcomes in these studies.…”