Exploring Teachers’ Pedagogical Design Thinking in Game-based Learning

Authors

  • Mingfong JAN Graduate Institute of Learning and Instruction, National Central University, Taiwan Center for Teacher Education & Institute of Education National Cheng Kung University, Taiwan Educational Psychology University of Illinois at Chicago, USA Author
  • Wan-Lin YANG Graduate Institute of Learning and Instruction, National Central University, Taiwan Center for Teacher Education & Institute of Education National Cheng Kung University, Taiwan Educational Psychology University of Illinois at Chicago, USA Author
  • Michael THOMAS Graduate Institute of Learning and Instruction, National Central University, Taiwan Center for Teacher Education & Institute of Education National Cheng Kung University, Taiwan Educational Psychology University of Illinois at Chicago, USA Author

Abstract

In this paper, we investigate teachers’ pedagogical design thinking while enacting game-based learning in a primary school. We employ a qualitative case study approach to study three cases that reveal teachers’ pedagogical design thinking. Three emerging themes regarding teachers’ game-based learning fallacies are identified through the above three cases: (1) misinterpreting game affordances, (2) viewing a role-playing simulation game as a resource for content knowledge, (3) employing direct instruction as a dominant GBL pedagogy. This study unpacks how teachers think while they enact game-based learning, which is currently under-researched in the game-based learning literature.

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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

Exploring Teachers’ Pedagogical Design Thinking in Game-based Learning. (2017). International Conference on Computers in Education. http://library.apsce.net/index.php/ICCE/article/view/2352