Examining the Characteristics of Digital Learning Games Designed by In-Service Teachers

Autor/inn/en	An, Yun-Jo; Cao, Li
Titel	Examining the Characteristics of Digital Learning Games Designed by In-Service Teachers
Quelle	In: International Journal of Game-Based Learning, 7 (2017) 4, S.73-85 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2017100104
Schlagwörter	Qualitative Research; Computer Games; Video Games; Design; Peer Evaluation; Educational Games; Teacher Attitudes; Thinking Skills; Educational Technology; Technology Uses in Education; Graduate Study; Online Courses; Secondary School Teachers; Assignments; Elementary Secondary Education; Higher Education; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Computer game; Computerspiel; Computerspiele; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Lehrerverhalten; Denkfähigkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Online course; Online-Kurs; Assignment; Auftrag; Zuweisung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development. (As Provided).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01