Principles for Advancing Game-Based Learning in Teacher Education

Abstract

In this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, “What principles emerge from teacher education in game-based learning research conducted from 2007–2018?”. In doing so, we examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers’ knowledge of GBL evolves over time; and (f) Teachers’ professional identities impact GBL practice. We conclude with pathways to engage the teacher education community in a critical assessment of how we can scaffold teachers to identify-study-incorporate games for learning.

Keywords:

• Game-based learning
• teacher education
• pre-service teachers
• in-service teachers
• games

Additional information

Notes on contributors

Aroutis Foster

Dr. Aroutis Foster is an Associate Professor of Learning Technologies and the PI of the Games and Learning in Interactive Digital Environments (GLIDE) Lab at Drexel University, USA. His research program is about technology design and integration and facilitating identity exploration with the systematic design of technological learning experiences that addresses the cognitive, pedagogical, and experiential affordances of technologies, intelligent media design, and personalized learning. His research seeks to advance the design of interactive digital environments such as games and virtual realities to advance our understanding of learners’ knowledge, identity, and motivation in different settings.

Mamta Shah

Dr. Mamta Shah is a Learning Scientist at Elsevier Inc. Formerly, she was a postdoctoral scholar of learning technologies in the Games and Learning in Interactive Digital Environments (GLIDE) lab in the School of Education at Drexel University, USA. Dr. Shah's scholarly interests focus on studying play that is mediated by digital and non-digital environments, as a gateway for engaging learners to experiment with complex ideas and possible selves, and to explore new interests and deepen existing ones. Dr. Shah work uses play as a starting point to support educators in (a) identifying, examining, repurposing, and leveraging well-designed complex environments (e.g. games), (b) designing and implementing associated curricula or pedagogical approaches (e.g. game-based learning) in formal (e.g. K-12 school) and informal settings (e.g. museums, after-school programs), (c) facilitating nuanced forms of student learning (e.g. identity exploration), and (d) reconstructing professional identity and practices in learning ecologies as educators engage in a pedagogical partnership with novel play-based environments.