Teachers’ game-based knowledge and their user experience of curriculum guides for digital games.

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: A Roundtable Discussion on Multiple Perspectives on Technology as an Agent of Change in Teaching and Learning (Table 12)

Abstract

Teachers’ technological, pedagogical, and content knowledge in games (TPACK-G) is known to determine their acceptance of digital games for learning. Additionally, the user experience (UX) offered by curricular products also impacts their acceptance by educators. However, how UX and TPACK-G together affect teachers’ acceptance of games is not known. We compare the UX of digital curriculum guides by teachers (N=100) at different levels of TPACK-G. Analysis include two-way, mixed model ANOVAs with repeated measures on subscales of UX. Significant differences among UX scores by teachers found to be largely based on their game knowledge (GK). Findings indicate that GK plays the greatest role in impacting teachers’ perception of curricular material and acceptance of games for learning.

Authors

• Robin Sharma, McGill University

• Chengyi Tan, McGill University

• Daniel Gomez, McGill University

• Chu Xu, McGill University

• Adam Kenneth Dubé, McGill University