Comparing and Validating the Three-Measurement Models of Teacher Support Questionnaire in Game-Based Learning

• In Event: Games and Virtual Simulations for Teaching and Learning

Abstract

While previous studies of teachers (teaching experience) and affective factors (attitudes) provide essential information on the successful integration of games into classrooms, little is known about how teachers support learning during gameplay. This cross-sectional study developed and tests a measure of teacher supports during gameplay (TSQ-GP) and examines whether perceived availability of school resources (PA-SR) and game-based pedagogy use (GBP-use) influence teachers’ support use.180 K-12 teachers were recruited to 1) validate the TSQ-GP measure and b) explore the relationship between the TSQ-GP, PA-SR, and GBP-use. The results support a 3-dimension measurement model, including cognitive, transfer of responsibility, and emotional support types. The findings also indicate that GBP use has a direct effect, whereas PA-SR has an indirect effect on support types.

Authors

• Gulsah Kacmaz, McGill University
  Presenting Author

• Adam Kenneth Dubé, McGill University
  Non-Presenting Author