Teachers’ Professional Development

Chu, Samuel Kai Wah; Reynolds, Rebecca; Tavares, Nicole J.; Notari, Michele; Lee, Celina Wing Yi

doi:10.1007/978-981-10-2481-8_6

Cited by 5 publications

(3 citation statements)

References 47 publications

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“…In addition, future research may also benefit from investigating how multi-method assessment, levels of resources and technology-related knowledge, and third-party game evaluation influence learning of social skills through games, both quantitatively and qualitatively. By addressing these game and study design changes, we can better understand how serious games can be used broadly as a potential tool to help teach social skills (Chu et al, 2017).…”

Section: Limitationsmentioning

confidence: 99%

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

Zheng

Oberle

Hawkes-Robinson³

et al. 2021

Simulation & Gaming

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Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

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Section: Limitationsmentioning

confidence: 99%

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

Zheng

Oberle

Hawkes-Robinson³

et al. 2021

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…A training program covers the educational needs of teachers when it focuses on teaching strategies related to specific curriculum content, uses effective models of practice, provides expert guidance and support by focusing directly on the individual needs of the participants, providing feedback and allowing teachers to learn, practice, implement and think about new strategies that drive to changes in their practice (Avalos, 2011• Chu et al, 2016• Darling-Hammond, Hyler, & Gardner, 2017. It is therefore no coincidence that the sample of work place great emphasis on the effectiveness of modality training that respects their personal needs.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2019

eqr

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Reading comprehension is necessary to ensure success in different areas; it is the main reason to identify instruments which allow learners to develop this skill. The current study was performed with adult EFL Ecuadorian learners from a university in Babahoyo, where they performed three types of reading comprehension exercises using rewordify and dictionaries as an instrument to improve comprehension. The results demonstrated that both appear to promote comprehension, but some results showed that rewordify tends to be a further success in a specific type of reading activity.

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“…The significant change is that the paradigm of new curriculum and teaching has shifted from a knowledge-oriented curriculum to one that stresses more activities and practices to bring about knowledge acquisition (National Academy for Educational Research, 2016). However, like other countries, a considerable proportion of school teachers may have been trained in more traditional ways (Chu, Reynolds, Tavares, Notari & Lee, 2017). Moreover, just as every student learns differently, teachers also have many different learning styles and face a variety of circumstances in the classroom.…”

Section: Teachers' Professional Developmentmentioning

confidence: 99%

Untitled

2017

ije

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Teachers’ Professional Development

Cited by 5 publications

References 47 publications

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

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