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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

70 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)134-143
頁數10
期刊Educational Technology and Society
20
發行號1
出版狀態已發佈 - 2017
對外發佈

ASJC Scopus subject areas

  • 教育
  • 社會學與政治學
  • 一般工程

指紋

深入研究「Surveying in-service teachers' beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games」主題。共同形成了獨特的指紋。

引用此