Exploring preschool teachers' technological pedagogical content knowledge of educational games

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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

13 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)461-479
頁數19
期刊Journal of Educational Computing Research
49
發行號4
DOIs
出版狀態已發佈 - 2014 一月 1
對外發佈

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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