Using the PCaRD Digital Game-Based Learning Model of Instruction in the Middle School Mathematics Classroom: A Case Study

Autor/in	Denham, André R.
Titel	Using the PCaRD Digital Game-Based Learning Model of Instruction in the Middle School Mathematics Classroom: A Case Study
Quelle	In: British Journal of Educational Technology, 50 (2019) 1, S.415-427 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12582
Schlagwörter	Mathematics Instruction; Teaching Methods; Educational Technology; Computer Games; Middle School Teachers; Teacher Attitudes; Instructional Effectiveness; Mathematics Achievement; Middle School Students; Reflection; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Computer game; Computerspiel; Computerspiele; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Schüler; Schülerin
Abstract	Currently there are few pedagogical models available for mathematics teachers who are interested in digital game-based learning. The Play Curricular-activity Reflection and Discussion (PCaRD) model attempts to address this, but lacks the needed exploratory research on its implementation within formal mathematics classrooms. Through the use of semi-structured interviews, this study examined three middle school teachers' initial experience using PCaRD, the influence of this experience on their digital game-based learning knowledge, and their perceptions on how teaching with digital games impacts student achievement. The findings showed teachers feel PCaRD is a sound Pedagogical model, but needed more practice using it to fully realize its usefulness. Also teachers felt the need to make adaptions to PCaRD based on the composition of their class, and had difficulty implementing the reflection and discussion phases. Finally, teachers felt their low achieving students benefitted most from the use of digital games. Future directions for research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01