Do teachers believe that video games can improve learning?
Entity
UAM. Departamento de Psicología BásicaPublisher
ElsevierDate
2022-06-26Citation
10.1016/j.heliyon.2022.e09798
Heliyon 8.6 (2023): e09798
ISSN
2405-8440 (online)DOI
10.1016/j.heliyon.2022.e09798Funded by
This research was supported by Ministerio de Ciencia e Innovacion of Spain [PID2020-114177RB-I00]Project
Gobierno de España. PID2020-114177RB-I00Editor's Version
https://doi.org/10.1016/j.heliyon.2022.e09798Subjects
Epistemic play; Learning outcomes; Pragmatic play; Teachers' conceptions; Video games; PsicologíaRights
© 2022 The Author(s)Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
Although video games are increasing their presence in teens/children's private entertainment and there is ample
evidence to support their educational possibilities, they are seldom introduced in classrooms. One of the least
studied factors relative to the insertion of video games in curricula is teachers' conceptions on their effectiveness
to foster learning. In this study, we investigate how teachers conceive of the educational usage of video games,
considering their reported value and which video game dimensions are reflected to be of importance, as well as
personal traits linked to them (gender, educational level, area of knowledge, teaching experience, behavioral
intention ...). We designed a Likert questionnaire with three main dimensions: pragmatic play, epistemic play, and
learning outcomes (verbal information, skills, and attitudes). 595 Spanish teachers answered the questionnaire
online. We applied ANOVA and multiple regression techniques, which revealed a broad acceptance of video
games as educational media. The most relevant analyzed factors turned out to be the intention to use video games
in classrooms, and the private use of video games. Teachers believe that video games promote more learning
when played with an epistemic goal, mediated by scaffolding and especially under the teacher's guidance,
compared to pragmatic play related to completion and success in the game. They also consider video games to
mainly promote verbal information learning, procedural learning, and finally attitude learning, with the latter
being less probable. We suggest the need to strengthen not only teacher training programs in the educational use
of video games but also research on relationships between teachers' beliefs and practices in order to convert these
favorable beliefs into actual real practices
Files in this item
Google Scholar:Pozo Municio, J. Ignacio
-
Cabellos Elipe, Beatriz
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Sánchez, Daniel L.
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