Literaturnachweis - Detailanzeige
| Autor/inn/en | Fu, Qing-Ke; Zou, Di; Xie, Haoran; Cheng, Gary; Hwang, Gwo-Jen |
|---|---|
| Titel | Effects of a Collaborative Design Approach on Pre-Service Teachers' Ability of Designing for Learning with a Digital Game |
| Quelle | In: Education and Information Technologies, 27 (2022) 4, S.5641-5664 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zou, Di) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-021-10818-3 |
| Schlagwörter | Computer Games; Instructional Design; Constructivism (Learning); Teaching Methods; Game Based Learning; Video Games; Comparative Analysis; Preservice Teachers; Teacher Education Programs; Instructional Innovation; Cooperative Learning |
| Abstract | Digital games have become increasingly popular. However, many teachers may not have relevant knowledge and experience of designing and implementing digital game-based teaching in formal classrooms. This study proposed a collaborative design approach to facilitate pre-service teachers' abilities of designing for learning with a digital game. To evaluate the effects of the proposed approach, a quasi-experiment was carried out at a teachers' university in Eastern China. This study was implemented in a Fall 2019 educational development course, a total of 100 pre-service teachers from two intact classes participated in it. It is found that the approach is effective in helping the students design digital games-based learning activities. Additionally, the experimental group students developed more constructivist views of game-based teaching practices. It is concluded that engaging pre-service teachers in design, implementation and reflection of innovative technologies-enhanced learning practices is imaginable for our mission of bring children to a cheerful and harvesting journey in classroom. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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