Journal Summary 12

The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter?

Article (PDF Available)  in The Asia-Pacific Education Researcher24(3):463-470 • September 2015 with 160 Reads. DOI: 10.1007/s40299-014-0221-2

Understanding the relationships among TPACK constructs plays an important in teachers’ TPACK development process. All of the constructs that include TK, PK, and CT are important predictors of teachers’ TPACK. The concerns that educators have is which type of knowledge should be acquired first. Based on the concern, the author, through this study, tries to find out whether the sequence of TPAC constructs matter in affecting the teachers’ TPACK in Game-Based Teaching. There are three types of knowledge teachers should learn regarding TPACK.

1.    Game Knowledge (GK): The knowledge of knowing the game itself including the features and how to use it.
2.    Game Pedagogical Knowledge (GPK): the knowledge of using digital games to enhance students’ learning.
3.    Game Pedagogical Content Knowledge (GPCK): the knowledge of integrating teaching subject, digital games, and teaching approach.


The study revealed that when integrating the TPACK-G framework into the context, instructing GK before GPK tended to improve the teachers’ TPACK-G competencies. Teaching the participants with game knowledge first let them perceive a clear idea of what games are and how they work, which eventually help them use the games more effectively in the teaching and learning process. From the result of the study, it can be concluded that following the instructional sequence (game knowledge – pedagogical knowledge) does matter in improving teachers’ TPACK in game-based learning. 

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