Showcasing Preservice and In-Service Teachers' Knowledge of Game-Based Learning

• In Event: 41.080 - What Does a Spectrum of Technological Pedagogical Content Knowledge (TPACK) Applications Look Like?

Abstract

This mixed-methods study illustrates the application of Game Network Analysis (GaNA) to showcase how pre-service and in-service teachers’ knowledge of game-based learning was developed and what it looked like through illustrative cases. We also describe the challenges teachers in respective contexts experienced in learning about game-based learning and implementing it.

Game Network Analysis (GaNA) was developed as a methodological process for game-based learning (Foster, 2012). Specifically, GaNA is a combination of analytical and pedagogical frameworks developed to aid teachers, researchers and designers in adopting game-based learning with an emphasis on game analysis and game integration, and consideration of conditions within their respective contexts. GaNA comprises of a repurposed Technological Pedagogical Content Knowledge (TPACK) framework (Foster, Mishra & Koehler, 2011) that provides an analytical lens for game selection and analysis in aiding teachers approach the game as a curriculum with constraints and affordances for technology, pedagogy, and content (Foster, 2012). It includes Play Curricular activity Reflection and Discussion (PCaRD) model that aids teachers in (a) the systematic incorporation of games in classrooms in order to flexibly accommodate challenges inherent in a typical school structure; (b) the design of learning environments where student engagement, teacher intervention, curricular inquiry are in synergy; and (c) overcoming limitations of the games being used (Foster & Shah, 2015b). Lastly, GaNA facilitates teachers in designing opportunities for inquiry, communication, construction, and expression to foster transformative learning experiences anchored in the game (Foster & Shah, 2015a). Thus, the framework includes a focus on the pedagogy and content of games as well as the process for employing game-based learning in classrooms such the role of teacher and students in a game-based classroom (Foster, 2012; Shah & Foster, 2015).

GaNA was implemented in two studies from 2012-2013. The first study involved working with an in-service teacher to design and implement a game-based learning course in Systems Thinking for Upper Elementary and Middle School students at a suburban private school in Northeastern region of US. The second study involved working with 14 pre-service teachers enrolled in a special topics course focusing on the methods of game-based learning in a teacher education program at an urban private university in a Northeastern city in US.
Data was solicited using surveys, knowledge tests, interviews, observations, artifacts and focus group interviews to document the change in teachers’ knowledge of game-based learning as it related to their understanding and ability to analyze games, integrate them and consider the ecological conditions impacting the success of their projects (Foster & Shah, 2015b; Shah, 2015). Findings reveal the in-service teacher successfully supported students’ introductory knowledge of systems thinking by by designing a play-based curriculum anchored in a commercial entertainment game. Similarly, pre-service teachers explored games of multiple genres and used their knowledge of games and school context to design play-based lesson plans.

GaNA may be beneficial for advancing the work of both teacher educators and game-based learning researchers in developing and assessing novice-expert teachers’ competence in adopting game-based learning.

Authors

• Mamta Shah, Drexel University

• Aroutis Nathaniel Foster, Drexel University