Exploring preschool teachers' technological pedagogical content knowledge of educational games

Chung Yuan Hsu*, Jyh Chong Liang, Ching Sing Chai, Chin Chung Tsai

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

34 Citations (Scopus)


Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological Pedagogical Content Knowledge-Games (TPACK-G) survey to investigate 352 preschool teachers' confidence in their TPACK-G, and the Acceptance of Digital Game-Based Learning (ADGBL) survey to assess their acceptance of game-based learning. The results show that both instruments exhibit satisfactory validity and reliability. Through a path analysis, the framework of the TPACK-G proposed in this study was supported. In addition, preschool teachers' experience with games and their attitudes toward game-based learning contributed positively to their reported game knowledge. Perceived learning opportunities and attitudes toward game-based learning had direct relations with game pedagogical knowledge. Lastly, experience with games contributed to game pedagogical content knowledge.

Original languageEnglish
Pages (from-to)461-479
Number of pages19
JournalJournal of Educational Computing Research
Issue number4
Publication statusPublished - 2014 Jan 1
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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