Educating Secondary School Teachers in Game Design and Game-Based Learning

AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

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Game-Based Learning for Effective Teaching of Computer Studies in Secondary Schools

Fountain Journal of Natural and Applied Sciences ◽

10.53704/fujnas.v6i1.160 ◽

2017 ◽

Vol 6 (1) ◽

Author(s):

Abduljaleel Kehinde Shittu

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Effective Teaching ◽

Secondary School Teachers ◽

Educational Games ◽

Survey Method ◽

Game Based Learning ◽

School Teachers ◽

Teachers And Students ◽

Computer Studies

Game-based learning among Nigerian secondary schools is not common. In foreign countries where game-based learning is widely used, it is often believed that it could be more distracting and may not align with learning goals. Considering this stance, it is imperative to investigate among teachers and students if this approach would be effective for teaching computer studies before it could be recommended for implementation. Thus, the need for this study which investigated students and teachersâ€™ perception on game-based learning for effective teaching of computer studies in secondary schools, Ilorin. Specifically, the study investigated secondary school teachers and studentsâ€™ awareness of game-based learning, their attitude to game-based learning and their readiness toward game-based learning for effective teaching. It also examined the respondentsâ€™ perception toward the usefulness of game-based learning for effective teaching. The researcher demonstrated the use of game-based learning with the teaching of Network Routing by playing the orange game as found on CSunplugged. This is to ensure that both teachers and students understand the concept of game-based learning before attempting the survey. This study adopted a descriptive research using a survey method. A purposive sampling of one hundred and twenty-five (125) students and twenty-five (25) teachers were used on the target population of schools in Ilorin South local government, Kwara state, Nigeria. Percentage (%) statistical method and standard deviation were used to analyze the data obtained. The findings implied that teachers should be encouraged to use student-centered approach in their teaching for effective learning. It was recommended among others that secondary school teachers should make use of game-based learning since they are all aware and ready to use it for their teaching of computer studies. Keywords: Game-based learning, Educational games, Computer games, Computer studies

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