Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs

Autor/inn/en	An, Yun-Jo; Haynes, Linda; D'Alba, Adriana; Chumney, Frances
Titel	Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Games; Computer Games; Science Teachers; Teaching Experience; Teacher Attitudes; Teacher Surveys; Online Surveys; Positive Attitudes; Middle School Teachers; Secondary School Teachers; Educational Benefits; Barriers; Technology Integration; Access to Computers; Time Management; High Stakes Tests; Knowledge Level; Science Instruction; Alignment (Education); National Standards; State Standards; Costs; Usability; Readiness; Likert Scales; Factor Analysis; Georgia + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bildungsertrag; Zeitmanagement; Wissensbasis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cost; Kosten; Likert-Skala; Faktorenanalyse
Abstract	Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants who had used computer games in teaching had more positive attitudes toward the use of educational computer games in the classroom than those who had not used games. Middle school teachers were more confident and reported a higher level of perceived benefits than did high school teachers. Potential distractions appeared to be the major concern the participants had about using computer games in the classroom. The major barriers to integrating educational computer games into the classroom included lack of computers, lack of time, time needed for preparation for school and national high-stakes testing, and lack of knowledge about science games. Participants indicated their greatest needs were computers and access to trial versions of games to integrate educational computer games effectively in their classrooms. Participants reported that a computer game must be aligned with state and national standards, free, compatible with school computers, fun, challenging, proven to be effective, and easy to use in order to be used in their classroom. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01