Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms

ABSTRACT

The qualitative research employed semi-structured interviews with 28 elementary school teachers to examine the types of knowledge they use to integrate digital game-based learning (DGBL) into their classrooms and the nature of their integration planning. The findings revealed that teachers use four types of knowledge: game knowledge, game technological knowledge, game pedagogical knowledge and game technological pedagogical content knowledge. Five integration planning stages were identified, with stages A–C concerning the process of game selection and stages D–E concerning the integration of games in the classroom. Most teachers plan DGBL integration into their classrooms using a structured approach that follows each stage in order, whereas some teachers adopt a flexible planning pattern that omits or reorders some stages. The types of knowledge teachers use at each DGBL integration planning stage were identified and will be relevant to teacher educators and to teachers seeking to better integrate DGBL into their practice.

KEYWORDS:

• Digital game-based learning (DGBL)
• teachers’ perceptions
• types of teacher knowledge
• planning patterns
• technological pedagogical content knowledge (TPACK)

Disclosure statement

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

Availability of data and material

Anonymous interviews will be provided if needed by sending a request mail.

Additional information

Notes on contributors

Merav Hayak

Merav Hayak is a doctoral student at the Ben-Gurion University of the Negev. The main foci of her research are educational change, innovation and implementation of digital technology in education. She is a lecturer at Achva Academic College, teaches entrepreneurship and innovation in education and uses digital tools in teaching, such as digital games-based learning, virtual and Augmented Reality, and AI.

Orit Avidov-Ungar

Orit Avidov-Ungar is the Dean of the School of Education and senior lecturer at Achva Academic College and the Open University. Her research explores the empowerment and professional development of teachers and the leadership of organisational change in education systems, emphasising the implementation of innovative technologies in education systems.