Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

Autor/inn/en	Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong
Titel	Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.134-143 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Teacher Attitudes; Teacher Surveys; Experienced Teachers; Beginning Teachers; Age Differences; Comparative Analysis; Self Efficacy; Pedagogical Content Knowledge; Technological Literacy; Computer Games; Measures (Individuals); Middle School Students; Elementary School Students; Questionnaires; Teaching Methods; Teacher Motivation; Gender Differences; Foreign Countries; Correlation; Statistical Analysis; Regression (Statistics); Taiwan + Suchen Sie Ihr Suchwort? Lehrerverhalten; Junior teacher; Junglehrer; Age; Difference; Age difference; Altersunterschied; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Technisches Wissen; Computer game; Computerspiel; Computerspiele; Messdaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Ausland; Korrelation; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA analyses were used to examine the differences due to their demographic backgrounds. Correlation and regression analyses were used to examine the predicting variables of the teachers' GPCK. The results showed that, among the factors of GTBS and TPACK-G, GPK plays the most critical role in predicting GPCK. In addition, the elementary school teachers had stronger Belief, Confidence and Motivation for using game-based teaching approaches, and had higher GPK and GPCK than middle school teachers. A gender difference only existed in GK. Younger teachers had better GK and GCK than older teachers. Compared with experienced teachers, novice teachers tended to believe that digital games can assist learning and instruction, and perceived higher self-efficacy in their TPACK-G. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01