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首页> 外文学位 >Teachers' experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning: A survey study through the lens of a typology of educational digital games.
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Teachers' experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning: A survey study through the lens of a typology of educational digital games.

机译：教师的经验，态度，自我效能感和使用数字游戏学习的障碍：通过教育数字游戏类型学的角度进行的一项调查研究。

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摘要

In this study 116 pre-service, internship year, and in-service teachers in a large Midwestern university in the USA responded to a survey asking about their current experience, attitudes, self-efficacy, and perceived challenges and barriers to the implementation of digital game-based learning (DGBL) in the classroom. The 33-item survey instrument distinguished four genres of educational digital games: Edutainment games and educational applications, serious games, simulation and multiplayer online games, and educational game design tools. And the design of these four genres of games was associated with four contemporary learning theories/teaching philosophies, behaviorism, cognitive constructivism, social constructivism, and constructionism. Findings show that a majority of teachers were light game players whose gaming activities were mobile-centric. These teachers were overall affirmative about the likelihood of integrating games for instruction and they favored the use of Edutainment games and educational applications based on pre-existing familiarity, comfortableness and ease of use. Findings also showed that there is a mismatch between teachers' teaching philosophy and their preferred game genre for instruction. Confirmatory factor analysis was conducted to extrapolate a set of five barriers that impede with teachers' use of games. The five barriers were mismatch between DGBL and standardized curriculum, administrative and parental negative perceptions, lack of technology support and preparation in teacher preparation and professional support, short class periods, and low quality of educational digital games.;A typology is proposed as an analytic framework for studying teachers' fundamental understanding of educational digital games and for guiding teachers to utilize informed pedagogical practices incorporating DGBL in the classroom. Future research on using games for education needs to investigate how teachers' philosophy of teaching could potentially impact their choices of games and affect effective implementation of DGBL.
机译：在这项研究中，美国中西部一所大型大学的116名职前，实习年和在职教师回答了一项调查，询问他们目前的经验，态度，自我效能以及感知到的挑战以及数字实施的障碍课堂上的基于游戏的学习（DGBL）。该33项调查工具区分了四种类型的教育数字游戏：娱乐游戏和教育应用程序，严肃游戏，模拟和多人在线游戏以及教育游戏设计工具。这四类游戏的设计与四种当代学习理论/教学哲学，行为主义，认知建构主义，社会建构主义和建构主义相关。调查结果表明，大多数教师是轻型游戏玩家，其游戏活动以移动设备为中心。这些老师对将游戏集成用于教学的可能性总体上是肯定的，他们赞成基于先前已经存在的熟悉性，舒适性和易用性来使用娱乐游戏和教育应用。研究结果还表明，教师的教学理念和他们偏爱的游戏流派之间存在不匹配。进行验证性因素分析以推断出五个阻碍教师使用游戏的障碍。五个障碍是DGBL与标准化课程之间的不匹配，行政和父母的负面看法，在教师准备和专业支持方面缺乏技术支持和准备，课堂时间短以及教育数字游戏的质量低。;提出了一种类型学作为分析方法研究教师对教育数字游戏的基本理解并指导教师在课堂上结合DGBL运用知情的教学实践的框架。未来将游戏用于教育的研究需要调查教师的教学理念如何可能影响他们对游戏的选择并影响DGBL的有效实施。

著录项

  • 作者

    Wu, Min Lun.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Teacher education.;Educational psychology.;Educational technology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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