Teacher Expectations, Differentiated Group Instruction, and the Educational Gaming Context

• In Event: 60.027 - Role of Teachers and Teaching in Students' Academic and Motivational Outcomes

Abstract

Teacher mediation is a key factor in the successful implementation of educational games, particularly with respect to lower-performing students. There has been little previous research, however, that has described teacher mediation during educational game-play. This qualitative study used discourse analysis methods to examine classroom interaction during educational game-play, observing teachers and differentiated student groups in four third-grade classrooms. Contrary to previous findings in the teacher expectations literature, results from this study demonstrated that the lowest-performing student groups received a disproportionate amount of teacher time, attention, and content support in each of the classrooms. The results of this study increase our understanding of how teachers implement educational games and may have relevance for other educational games and game-playing contexts.

Authors

• Kristen J Shanahan, Edinboro University

• Catherine M. Brighton, University of Virginia

• Tonya R. Moon, University of Virginia

• Christine Patricia Trinter, Virginia Commonwealth University