Students’ and Teachers’ Perceptions of Using Video Games in Science Classroom: A Literature Review

Abstract

Understanding students' and teachers' perceptions of using educational games in the science classroom is necessary for the implementation and adoptions of game-based teaching. The current study reviews literature on the status quos of students' and teachers' perceptions of game-based science teaching and explores possible influencing factors of such perceptions. Search terms and screening identified 17 peer-reviewed articles. Results indicate that perception of game-based teaching is generally defined as perceived expectancy and value of using video games in teaching or learning. The findings suggest that most students and teachers hold positive attitudes towards game-based teaching due to its cognitive and emotional effects on learning. However, some teachers only see games as motivation tools and are not confident in integrating games into the classroom due to the lack of relevant skills and extensive technology supports. Students' perceptions may vary across genders and disability statuses. Teachers' game-based teaching experience, educational levels, and professional development programs could influence their perceptions.

An Analysis of the Effect of Educational Games on Cultivating Students' Interest in Subjects

“…The educational game is an attempt to bring the development of the learner back to the natural form of human development. The game scenario created in educational games, the spirit of transcendence, equality and the right tension between freedom and limitation, not only helps to eradicate some of the bad things that exist in the current education but also makes it easier for both teachers and students to engage in the educational process as real individuals, to conduct a positive dialogue, to open themselves, to listen to each other, to understand each other and to attract each other [7].…”