Do Future Teachers Believe that Video Games Help Learning?
EntityUAM. Departamento de Psicología Básica
10.1007/s10758-021-09586-3Technology, Knowledge and Learning 26.4 (2021): 1-19
Funded byOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work has been supported by the Ministry of Science and Innovation through the Research Project PID2020-114177RB-I00
ProjectGobierno de España. PID2020-114177RB-I00
Editor's Versionhttps://doi.org/10.1007/s10758-021-09586-3 1 3
SubjectsBeliefs; Learning; Questionnaire; Teacher training; University education; Video games; Psicología
Rights© The Author(s) 2021
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
One of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.
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