Differentiated instruction in digital video games: STEM teacher candidates using technology to meet learners’ needs

ABSTRACT

Differentiated instruction (DI) is a teaching approach that aims to achieve learning for diverse students. This study reports on promoting STEM teacher candidates’ (TCs’) implementation of technology-enhanced DI in teacher education courses. The research questions are: (1) How do TCs develop digital video games (DVGs) to be inclusive of DI?, and (2) If, and to what extent are DVGs effective tools to implement DI in secondary science classes? The analysis of eight DVGs, developed by the TCs, shows that most TCs were able to proficiently integrate DI practices in their DVGs. Furthermore, DVGs are effective tools to differentiate instruction by facilitating pacing variation for different students, differentiating difficulty levels, scaffolding, integrating multimodalities to present the content in different formats, utilizing engaging features, representing different learners of various backgrounds, promoting conceptual understanding, and enabling different assessment forms especially formative and diagnostic assessments. This research is significant as it highlights how digital resources such as DVGs can be used to address individual learners’ needs, interests, profiles, and academic achievement levels. Additionally, this research informs instructional designers, game developers, and curriculum specialists on ways to incorporate equity, diversity, and inclusion pedagogies such as DI in digital educational resources.

KEYWORDS:

• Differentiated instruction
• digital video games
• STEM education
• teacher education
• equity
• diversity
• inclusion
• technology-enhanced teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Raw data is available for transparency purposes.

Additional information

Notes on contributors

Mohammed Estaiteyeh

Dr. Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University, Canada. He is also the subject team leader for digital technology courses in the teacher education program. Dr. Estaiteyeh’s research focuses on technology-enhanced teaching, online learning, inclusive digital pedagogies and assessment practices, differentiated instruction, science and STEM Education, and teacher education.

Isha DeCoito

Dr. Isha DeCoito is an Associate Professor of STEM Education at the Faculty of Education, Western University, Canada. Her research projects explore STEM education in various contexts, including schools, teacher education programs, Aboriginal reservations, and medical programs. Her research foci also include digital technologies in STEM education, online teaching, equity and inclusion, and nature of science.