A Qualitative Literature Review of Educational Games in the Classroom: The Teacher's Pedagogical Activities

Autor/inn/en	Kangas, Marjaana; Koskinen, Antti; Krokfors, Leena
Titel	A Qualitative Literature Review of Educational Games in the Classroom: The Teacher's Pedagogical Activities
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 4, S.451-470 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1206523
Schlagwörter	Educational Games; Teaching Methods; Literature Reviews; Coding; Teacher Role; Qualitative Research; Reflection; Program Evaluation; Video Games; Computer Games; Statistical Analysis; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Lehrerrolle; Qualitative Forschung; Programme evaluation; Programmevaluation; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Statistische Analyse; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The interest towards research on learning games is continuously growing, however, the integration of games in teaching is still a somewhat unexplored area of study. In this qualitative literature review, we were interested in the pedagogical foundations that underpin empirical studies and especially in the teacher's role/activities regarding the use of games in education. The data collection method was based on the systematic literature review models. The data consisted of 35 articles that were coded by using interpretive approach. The results indicate that the teacher's role was pedagogically active in 21 articles. The teacher's pedagogical activities became evident in various game-based learning processes: in planning, in orientation, during the gaming, and after the game-play sessions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01