Endowing a Game-Based Learning Hub for Augmenting

Transcript:Endowing a Game-Based Learning Hub for Augmenting:
Endowing a Game-Based Learning Hub for Augmenting Teaching and Learning: Design, Constellations and Perceptions from a Teachers Perspective Petros Lameras1, Stephanie Philippe2, Panagiotis Petridis3 1 School of Computing, Electronics and Mathematics, Coventry University, Coventry, UK 2 Department of Research, Manzalab, Paris, France 3 Aston Business School, Aston University, Birmingham, UK 14th European Conference on Game Based Learning, 23-25 September 2020, Brighton, UK, a Virtual Conference Outline Rationale Research questions GBL hub interface Research design Results Mapping perceptions of GBL with approaches to using the GBL hub Conclusions Rationale There is consensus that GBL integrates and combines constructivist learning theories with game-like elements as means to provide self-regulated, goal-centred, creative and situated learning experiences Teachers’ perceptions of and approaches to using learning technologies and digital pedagogies are not investigated systematically and comprehensively Teachers may feel overwhelmed about the plethora of GBL tools, processes and strategies that exist on the Web, with no indications on how to search and access GBL that is relevant to subject-content, pedagogy and student profile Research Questions What are teachers’ perceptions of teaching using GBL? How teachers’ perceptions of GBL impact approaches to using a digital hub as means to inform practice? GBL hub interface Research design Eighteen secondary education teachers were recruited for this study. 5 were teaching mathematics, 3 physics, 2 biology, 5 languages, 2 history and 1 sociology. Participants were drawn from a wide geographical range from countries such as Germany (n=6), Denmark (n=6) and Romania (n=6). The data collection process started by encouraging participants to complete a questionnaire as a data-driven method for delimiting perceptions of GBL in their teaching context “What GBL means to you?”, In what ways GBL may improve the design and delivery of teaching?” “how would you perceive a platform for accessing and retrieving GBL content?” would discern relationships between espoused theories and theories in use. Results Teachers’ perceptions of GBL Theme A: Helping students to register and retain knowledge into memory: It was perceived that game-based learning can help students memorise and retain knowledge and content-knowledge in more engaging ways: “Students can remember things better. For example, monopoly is a game that can help students memorise and retain knowledge” (Teacher 3) Theme B: Helping students to gain improved understanding of the topic: In this theme, game-based learning was conceived as using GBL for “gaining improved understandings of certain learning situations” (Teacher 1) Theme C: Attaining an in-game learning