Probing in-service Teachers’ Perceptions on TPACK-G and Acceptance of GBL

Authors

  • Chung-Yuan HSU Department of Child Care, National Pingtung University of Science and Technology, Taiwan Author
  • Jyh-Chong LIANG Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan Author
  • Ching Sing CHAI Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, Singapore Author
  • Chin-Chung TSAI Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan Author

Abstract

This study was to investigate how junior and senior teachers’ perceptions of the Technological Pedagogical Content Knowledge—Games (TPACK-G) differ and how their TPACK-G perceptions predict their acceptance of game-based learning. 376 in-service elementary school teachers in Taiwan were invited to answer the TPACK-G and acceptance of game-based learning questionnaires. The results show that junior elementary school teachers tended to have higher GK, GCK and GPCK than the senior. Junior elementary school teachers’ GPCK directly predicted their Attitude and Actual teaching usage, though none of the predictions were significant for the senior. Finally, the senior elementary school teachers’ GK had negative relation to their Actual teaching usage.

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Published

2017-12-04

Conference Proceedings Volume

2017: ICCE 2017: The 25th International Conference on Computers in Education

Section

Articles

How to Cite

Probing in-service Teachers’ Perceptions on TPACK-G and Acceptance of GBL. (2017). International Conference on Computers in Education. http://library.apsce.net/index.php/ICCE/article/view/2350