The Role of Research Evidence in Teachers' Pedagogical Decision Making for Game-Based Learning Environments

• In Event: AI, Games, and Social Media: Teaching and Teaching Approaches and Strategies

Abstract

The current study sought to query teachers’ perspectives on the role of research evidence in selecting a digital game-based learning environment (GBLE) for use in classrooms. Teachers (N = 162) who were taking a university educational psychology course reviewed a science literacy evidence-based GBLE called Missions with Monty. Half of the participants were provided with actual research evidence supporting Missions with Monty. Interestingly, no teachers provided ‘research evidence’ as important in an open-ended item when considering effective educational games and those in the research evidence condition were no more likely to rate research evidence as important for implementing the game. These findings lead to a discrepancy in the importance of research between researchers and teachers when selecting a digital GBLE.

Authors

• Ondrej Pesout, Charles University in Prague

• Rayne A. Sperling, Pennsylvania State University

• John L. Nietfeld, North Carolina State University