Exploring Preservice Teachers’ Perceptions of Technological Pedagogical Content Knowledge of Digital Games (Poster 50)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Empowering Educators: Technological Integration, AI, and Pedagogical Advancements in Teaching

Abstract

This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Online surveys and quantitative analysis approaches were performed. Results indicated that pre-service teachers with high levels of motivation or self-efficacy for digital game integration had significantly better TPACK-G than those with low levels. Personal factors, including gender and prior experiences with digital games, were found to be influential to pre-service teachers’ TPACK-G. This study adds to the understanding of the application of the TPACK-G model in the context of digital game use for pre-service teachers.

Authors

• Yu-Tung Kuo, North Carolina A&T State University

• Yu-Chun Kuo, Rowan University