Teacher Perception of the Adoption and Implementation of DGBL in Their Classroom Teaching

Avidov-Ungar, Orit; Hayak, Merav

doi:10.4018/ijgbl.2021010102

Cited by 9 publications

(3 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, as many other authors have found [10,18,22,36], all students in this study express that they enjoy playing the game because 'it is a game' on the computer. These findings are also relevant for teachers' use of DGBL in the classroom, especially for educational games that can be integrated into practice [39].…”

Section: Discussionmentioning

confidence: 90%

The Design of Incentive Systems in Digital Game-Based Learning: How Primary School Children Interact with It

Lomos,

Seineke,

Kesting

et al. 2023

Education Sciences

View full text Add to dashboard Cite

Digital game-based learning builds on the general characteristics of games. The incentive system (points, scores, stars, levels, and performance feedback) integrates design elements to keep a learner engaged. In the work described here, we investigated which elements of the incentive system design—rewards, penalties, or feedback—have the potential to trigger students’ motivation to play the game. We used eye tracking of eight primary school children, aged 8–11 years, as they interacted with the incentive system of a mathematics game-based item and its specific design, followed by a semi-structured interview. Eye-tracking results show that students paid minimal visual attention to the incentive system during the game, regardless of their level of performance in the game or their age group. The feedback at the end of the game attracted more of their visual attention and provided a good opportunity to inform them about their performance. The semi-structured interviews revealed a high level of self-reported excitement about playing the game, mainly related to the design of the incentive system. Elements of the incentive system triggered students’ wish for student-to-student competition, which has been shown in the literature on traditional tangible rewards to stifle intrinsic motivation under certain conditions. The results of this study show that the design of the incentive system has the potential to promote extrinsic motivation with the game through rewards and penalties, and open the reflection on its possible spillover effect on intrinsic motivation in digital game-based learning.

show abstract

Section: Discussionmentioning

confidence: 90%

The Design of Incentive Systems in Digital Game-Based Learning: How Primary School Children Interact with It

Lomos,

Seineke,

Kesting

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…In addition to concerns about infrastructure and other technological issues, teachers must locate and test suitable games and determine if they can be easily adapted to their purposes. In class, they have to show the learners how to play the game, be ready to answer any queries students have as they play the game, and subsequently verify if and how the game's activities are linked to the current learning content and objectives (Avidov-Ungar & Hayak, 2021;Feliciea & Egenfeldt-Nielsen, 2011;Hayak & Avidov-Ungar, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Digital Games by Teacher Educators in Colleges of Education

Avidov Ungar,

Hayak

2023

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: The current research examined the use of digital games in the fully online learning context imposed by lockdowns in response to the COVID-19 pandemic. In particular, we sought to understand the contribution that digital games made to teacher educators and how they used digital games in their remotely delivered courses. Background: Teacher educators experienced in using digital games in their teaching were interviewed regarding the contribution digital games made to their pedagogy when they were teaching remotely during COVID-19. Methodology: This qualitative study included 34 participants who taught four-year-degree programs in 13 teacher education colleges in Israel. Contribution: This study sheds light on a sparsely researched area by examining the contribution of digital games to teacher educators' pedagogy. The study also suggests practical implications for implementing digital games for teacher educators. Findings: Many participants used digital games. Some used them extensively as an integral component of the curriculum while others used them to break up the lesson and thereby retain their students’ interest and attention. However, a small number reduced their use of digital games citing work overload. Recommendations for Practitioners: This study suggests that education systems may be able to obtain post-pandemic-related gains to further advance the use of digital games as a pedagogic strategy in teacher education in the future. Recommendation for Researchers: An additional study using a more representative sample of teacher educators would be very valuable to gauge the roll-on effects of the sudden shift to remote online learning on the use of digital games following the return to face-to-face teaching and learning. Impact on Society: The findings have implications for how the use of digital games should be addressed in teacher education at teacher colleges. Future Research: Future research can address possible contributions or challenges that teacher educators face when using digital games, for example, in a hybrid learning environment to enhance engagement and promote active learning.

show abstract

“…Prior to the pandemic, there was also recognition that integrating digital games into teaching requires much of teachers. Beyond the technological and infrastructural aspects, teachers must identify suitable games, test and potentially adapt them, explain the game and its educational purpose, assist students during the game, and finally organize a debriefing session to establish links between the learning objectives and the game (Avidov-Ungar & Hayak, 2021;Feliciea & Egenfeldt-Nielsen, 2011;Hayak & Avidov-Ungar, 2020). Consequently, researchers have identified a need to integrate digital games into pre-service teacher education so they can be modeled to enable preservice teachers to employ them subsequently in their own classrooms (Feliciea & Egenfeldt-Nielsen, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Attitudes Toward the Integration of Digital Games Into Instruction in Teacher Education Colleges During the COVID-19 Pandemic

Ungar

Hayak

2022

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: This paper examines how senior academic staff from a large sample of teacher education colleges regard the integration of digital games into teacher instruction. These colleges serve general or religious populations, and we examine what, in practice, their policy and vision were in this regard in the context of the COVID-19 pandemic. Background: The sudden adoption of online teaching-learning due to the pandemic has been termed disruptive in that it drastically disturbed higher education in Israel and worldwide. The senior academic staff of Israel’s colleges of education was responsible for leading policy decision-making during this period. The use of digital games for pedagogic purposes may be direct when used for knowledge acquisition and reinforcement and student development or indirect. Methodology: Using semi-structured interviews, the current study applied an interpretive-constructivist approach to examine how senior academic staff from several teacher education colleges perceived the integration of digital games into teacher instruction and elicit their policy and vision in this regard, in the context of the COVID-19 pandemic. Contribution: The findings suggest that discussions surrounding technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Findings: Half the participants expressed a desire to integrate digital games into teaching and learning but acknowledged that in practice this was uncommon. Only a small minority considered themselves to have achieved successful integration in practice, with doubt and skepticism expressed by some of the religious colleges. Most colleges had policies to encourage the integration of technology in general into teaching, with these, in turn, supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having considerably accelerated the integration of digital games into preservice teacher instruction. Recommendations for Practitioners: Discussions pertaining to technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Recommendation for Researchers: The findings reflect the spectrum of challenges faced by the different populations the colleges employ and serve and the outcomes of the colleges’ ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications wherever colleges serve other socially and culturally conservative populations that are interested in or compelled to adopt techno-pedagogies. Future Research: We call for further research into whether continued pandemic-related restrictions have increased the practical integration of techno-pedagogical tools such as digital games into the curricula of teacher education colleges.

show abstract

Teacher Perception of the Adoption and Implementation of DGBL in Their Classroom Teaching

Cited by 9 publications

References 30 publications

The Design of Incentive Systems in Digital Game-Based Learning: How Primary School Children Interact with It

The Design of Incentive Systems in Digital Game-Based Learning: How Primary School Children Interact with It

The Use of Digital Games by Teacher Educators in Colleges of Education

Attitudes Toward the Integration of Digital Games Into Instruction in Teacher Education Colleges During the COVID-19 Pandemic

Contact Info

Product

Resources

About