The Gamer Generation Teaches School: The Gaming Practices of Preservice Teachers

• In Event: Exploring Pedagogical Engagements of In-Service and Preservice Teachers in Learning With Technologies

Abstract

The purpose of this study was to identify the gaming practices, attitudes, and experiences of freshman teacher education students, as part of a broader effort to understand how such students’ gaming practices might be leveraged in efforts to introduce game-based learning into K-12 education. The study utilized survey methodology to gather data from 223 freshman education majors at a large university. Less than half (93) of the respondents indicated that they currently played games, and even these students reported relatively low engagement with gaming and game-related practices. However, gamers differed from nongamers on self-perceptions as technology adopters and on their interest in learning with games; still, both groups’ overall perception of digital technology’s importance in their future profession was limited.

Authors

• Elisabeth R. Hayes, Arizona State University

• Maryellen Ohrnberger, Arizona State University