The Teacher-Centered Perspective on Digital Game-Based Learning

Nieland, Thea; Fehrenbach, Anna; Marowsky, Maximilian; Burfeind, Miriam

doi:10.1007/978-3-030-75142-5_15

Cited by 6 publications

(2 citation statements)

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“…The GBP framework for teaching competences includes a wide range of methods for using games in the classroom, both online and off. Researchers have so far concentrated on determining the factors that encourage or discourage educators from using digital games in the classroom (Gao, Li, & Sun, 2020;Nieland, Fehrenbach, Marowsky, & Burfeind, 2021;Pynnönen, 2019;Zou, Huang, & Xie, 2021). For example, (Assaf, Spil, & Bruinsma, 2021;Sánchez-Mena, Martí-Parreño, & Miquel-Romero, 2019) identify a lack of openness to new technologies as a barrier to using digital game-based techniques in the classroom.…”

Section: Teachers' Competenciesmentioning

confidence: 99%

Competencies of Teachers in Game-based Pedagogy

2023

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Learning in the twenty-first century is becoming more dependent on the use of digital tools and interactive media. Teachers play a crucial role in creating game-based learning procedures and enhancing learning and motivation. The aim of this article is to determine what kinds of expertise educators could require to effectively use game-based education (GBP). This study was done with 14 schools in East Java and their partner schools that took part in the GBP network initiative from 2017 to 2020. Two or three instructors at each school serve as the "core participants" who disseminate their knowledge to their colleagues. After collecting data via teacher documentation, theme interviews, and questionnaires, this research used qualitative content analysis to draw conclusions. The fields of pedagogy, technology, collaboration, and creativity were defined as the four key domains of competency. Researchers found that teachers' collaborative skills (whether intra-school or inter-school collaborations or networks with other teachers and key actors) were crucial to the success of the GBP's implementation. The findings may be used to improve pre-service and in-service teacher education and training, since teachers' game-based learning abilities will increasingly form an important part of their professional toolkits.

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Section: Teachers' Competenciesmentioning

confidence: 99%

Competencies of Teachers in Game-based Pedagogy

2023

pegegog

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“…The teacher claims to be more aware of what to avoid when using digital games for teaching, and the majority of them discuss strategies to balance the impacts of digital games with their students (Raptopoulou, 2020). However, the teacher plays the most important role, as they determine whether or not to implement digital-based learning in the classroom (Nieland et al, 2021). Teachers' perspectives on ICT and digitalbased learning implementation in the classroom are significant knowledge caused by certain reasons, namely Teachers are interacting with other teachers' perspectives on the implementation of a new policy or method (Raptopoulou & Anastasia, 2015).…”

Section: Introductionmentioning

confidence: 99%

The impact of Monkey Stories application on young leaners’ vocabulary acquisition

Syahria,

Azzaria

2023

Journal of English Language Teaching and Learning

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Vocabulary should be introduced from a young age so that children can master the target language. Digital games can help young learners learn a foreign language more effectively. This study aims to find the effectiveness of the Monkey Stories application on students’ vocabulary acquisition. This study applied an experimental design with one pre-test and a post-test design. The sample used was the fourth-graders of Semambung I Elementary School, Sidoarjo, with 30 learners as the experimental class and 30 learners as the control class. The data was analyzed by using the SPSS 26 version. The result showed that the students in the experimental group outperformed the students in the control group. The mean score of the post-test of the experimental group was 8,633, while the mean score of the post-test of the control group was 5,3. This study has valuable implications for teachers to create engaging and creative vocabulary learning environments for young learners so that they are motivated to learn Vocabulary to help them master the target language.

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Game-based learning and underachieving students: Replacing the traditional paradigm in Montenegro?

Ivanović

2024

Educ Inf Technol

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The Teacher-Centered Perspective on Digital Game-Based Learning

Cited by 6 publications

References 50 publications

Competencies of Teachers in Game-based Pedagogy

Competencies of Teachers in Game-based Pedagogy

The impact of Monkey Stories application on young leaners’ vocabulary acquisition

Game-based learning and underachieving students: Replacing the traditional paradigm in Montenegro?

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