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Principles for Advancing Game-Based Learning in Teacher Education
Journal article   Peer reviewed

Principles for Advancing Game-Based Learning in Teacher Education

Aroutis Foster and Mamta Shah
Journal of digital learning in teacher education, v 36(2), pp 84-95
02 Apr 2020
DOI: https://doi.org/10.1080/21532974.2019.1695553

Abstract

Game-based learning games in-service teachers pre-service teachers teacher education
In this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, "What principles emerge from teacher education in game-based learning research conducted from 2007-2018?". In doing so, we examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers' knowledge of GBL evolves over time; and (f) Teachers' professional identities impact GBL practice. We conclude with pathways to engage the teacher education community in a critical assessment of how we can scaffold teachers to identify-study-incorporate games for learning.

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56 citations in Scopus

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