Surveying in-service teachers' beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games

Chung Yuan Hsu, Meng Jung Tsai*, Yu Hsuan Chang, Jyh Chong Liang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

33 Citations (Scopus)

Abstract

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge-Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA analyses were used to examine the differences due to their demographic backgrounds. Correlation and regression analyses were used to examine the predicting variables of the teachers' GPCK. The results showed that, among the factors of GTBS and TPACK-G, GPK plays the most critical role in predicting GPCK. In addition, the elementary school teachers had stronger Belief, Confidence and Motivation for using game-based teaching approaches, and had higher GPK and GPCK than middle school teachers. A gender difference only existed in GK. Younger teachers had better GK and GCK than older teachers. Compared with experienced teachers, novice teachers tended to believe that digital games can assist learning and instruction, and perceived higher self-efficacy in their TPACK-G.

Original languageEnglish
Pages (from-to)134-143
Number of pages10
JournalEducational Technology and Society
Volume20
Issue number1
Publication statusPublished - 2017
Externally publishedYes

Keywords

  • Game-based learning
  • Games
  • Teacher
  • Teaching beliefs
  • TPACK

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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