Journal Summary 11

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

Chung-Yuan HSU, Jyh-Chong LIANG, Ching Sing CHAI & Chin-Chung TSAI

Chen, W. et al. (Eds.) (2017). Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education



The development of technology has influenced the way material is given in the classroom including games. Previously traditional games were used. Nowadays, teachers try to take advantages on the use of digital games to support their teaching and learning process. The use of digital games has been receiving growing attention. It positively affect students’ learning motivation and outcomes, and also improve students’ critical thinking skill and problem solving ability through appropriate pedagogical design (Akcaoglu, 2014). However, most games studies investigated the impacts of games on students’ knowledge acquisition and motivation, and very few have examined technological pedagogical content knowledge toward games (TPACK-G) and acceptance of game-based learning (GBL) of teachers, as the key facilitator in class. Furthermore, teachers’ teaching and gaming experience plays a crucial role in influencing their TPACK-G perceptions and acceptance of GBL. For this reason, the author conducted the study. The finding is quite surprising. Although the participants were excited to teach with the games, they still lack of they GPCK (Games Pedagogical Content Knowledge. In other words, they were less likely to know how the games can be utilized to enhance the quality and effectiveness of their teaching practice. Therefore, it is suggested that there should be teachers’ professional development for teachers to develop their TPACK particularly their GPCK.


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