Perceptions of Gender Stereotypes About Computer Game-Based Learning Among Pre-Service Teachers

2022 ◽  
pp. 455-470
Author(s):  
Xiongyi Liu ◽  
Patrick Wachira
Keyword(s):  
Teacher Perceptions ◽  
Gender Stereotypes ◽  
Teaching Practice ◽  
Strong Support ◽  
Computer Game ◽  
Reliability And Validity ◽  
Game Based Learning ◽  
Computer Gaming ◽  
Learning Factor ◽  
Pre Service Teacher

The purpose of the present study is to develop a scale for measuring pre-service teacher perceptions of gender stereotypes about computer game-based learning, and conduct a preliminary study to explore the reliability and validity of the scale. Data was collected via survey from 119 pre-service teachers enrolled in a mathematics methods class at a mid-western university. Results of data analysis provided strong support for the reliability of the scale and partial support for its validity. Consistent with our hypotheses, perceptions of gender stereotypes were negatively related to computer gaming experience, gamer identity, and intention to use computer game-based learning in future teaching practice. At the same time, perceptions of gender stereotypes were positively related to perceived barriers to computer game-based learning. Factor analysis suggested a four-factor structure pertaining to four aspects of gender stereotypes with favorable perceptions towards male gamers: intrinsic motivation, competency, confidence, and game compatibility.

Perceptions of Gender Stereotypes About Computer Game-Based Learning Among Pre-Service Teachers

2020 ◽  
pp. 107-123
Author(s):  
Xiongyi Liu ◽  
Patrick Wachira
Keyword(s):  
Teacher Perceptions ◽  
Gender Stereotypes ◽  
Teaching Practice ◽  
Strong Support ◽  
Computer Game ◽  
Reliability And Validity ◽  
Game Based Learning ◽  
Computer Gaming ◽  
Learning Factor ◽  
Pre Service Teacher

The purpose of the present study is to develop a scale for measuring pre-service teacher perceptions of gender stereotypes about computer game-based learning, and conduct a preliminary study to explore the reliability and validity of the scale. Data was collected via survey from 119 pre-service teachers enrolled in a mathematics methods class at a mid-western university. Results of data analysis provided strong support for the reliability of the scale and partial support for its validity. Consistent with our hypotheses, perceptions of gender stereotypes were negatively related to computer gaming experience, gamer identity, and intention to use computer game-based learning in future teaching practice. At the same time, perceptions of gender stereotypes were positively related to perceived barriers to computer game-based learning. Factor analysis suggested a four-factor structure pertaining to four aspects of gender stereotypes with favorable perceptions towards male gamers: intrinsic motivation, competency, confidence, and game compatibility.

From the “Damsel in Distress” to Girls' Games and Beyond

2014 ◽  
pp. 1-17 ◽  
Author(s):  
Alyson E. King ◽  
Aziz Douai
Keyword(s):  
Video Games ◽  
Social Networking ◽  
Gender Stereotypes ◽  
Video Game ◽  
Computer Games ◽  
Historical Context ◽  
Computer Game ◽  
Computer Gaming ◽  
Gaming Industry ◽  
Method Analysis

In this chapter, the authors critically assess the gendered nature of the products developed by the computer gaming industry. The chapter takes a historiographical approach to examining the nature of children's video and computer games as a type of toy that immerses children into current gender stereotypes even as they hold the potential for social change. New ways of bridging the gap between stereotypes and change is explored through a virtual world for children. In addition to an introductory section, the chapter is organized in three main sections: First, the authors place existing computer and video games into a broad and historical context. Second, the chapter takes into consideration feminist critiques of video games for adults. Third, the authors analyze the case of WebkinzWorld, a toy-based social-networking portal offering less gendered video game environments for kids. The authors argue that this mixed method analysis is important not only for computer game designers and marketers who aim to appeal to broad demographics, but also for educators, parents, and caregivers who need to understand the underlying or hidden messages of games for children.

From the “Damsel in Distress” to Girls' Games and Beyond

Gamification ◽  
2015 ◽  
pp. 2005-2021
Author(s):  
Alyson E. King ◽  
Aziz Douai
Keyword(s):  
Video Games ◽  
Social Networking ◽  
Gender Stereotypes ◽  
Video Game ◽  
Computer Games ◽  
Historical Context ◽  
Computer Game ◽  
Computer Gaming ◽  
Gaming Industry ◽  
Method Analysis

In this chapter, the authors critically assess the gendered nature of the products developed by the computer gaming industry. The chapter takes a historiographical approach to examining the nature of children's video and computer games as a type of toy that immerses children into current gender stereotypes even as they hold the potential for social change. New ways of bridging the gap between stereotypes and change is explored through a virtual world for children. In addition to an introductory section, the chapter is organized in three main sections: First, the authors place existing computer and video games into a broad and historical context. Second, the chapter takes into consideration feminist critiques of video games for adults. Third, the authors analyze the case of WebkinzWorld, a toy-based social-networking portal offering less gendered video game environments for kids. The authors argue that this mixed method analysis is important not only for computer game designers and marketers who aim to appeal to broad demographics, but also for educators, parents, and caregivers who need to understand the underlying or hidden messages of games for children.

Constructivist Learning Through Computer Gaming

2010 ◽  
pp. 207-222 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-lok Lee
Keyword(s):  
Computer Games ◽  
Educational Games ◽  
Computer Game ◽  
Learning Opportunities ◽  
Constructivist Learning ◽  
Game Based Learning ◽  
Computer Gaming ◽  
Commercial Market ◽  
Research Domains ◽  
Pedagogical Approaches

Apart from the ability of computer games to make learning more interesting, a number of researchers and educators have been exploring other educational potentials of computer games. In parallel with the advancement of computer and information technology and the advocacy of constructivism in education, the issue of harnessing computer games to create new constructivist learning opportunities has received attention in both education and game research domains. This chapter is aimed at giving an introduction to computer game-based learning. Besides discussing computer games’ intrinsic educational traits favouring constructivist learning from different perspectives, the authors also review a number of instances of two recent foci in the game-based learning domain. The first one is education in games that involves the adoption of existing recreational games in the commercial market for educational use. The second is games in education that entails designing and developing educational games articulated with different constructivist learning paradigms or pedagogical approaches.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

scholarly journals Using the Concept of Game-Based Learning in Education

2020 ◽  
Vol 15 (14) ◽  
pp. 53
Author(s):  
Zi-Yu Liu ◽  
Zaffar Ahmed Shaikh ◽  
Farida Gazizova
Keyword(s):  
Cognitive Abilities ◽  
Teaching Practice ◽  
Negative Impact ◽  
Effective Means ◽  
Educational Material ◽  
Educational Game ◽  
Control Group ◽  
Game Based Learning ◽  
School Students ◽  
The Impact

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.

Examining Addiction Levels of Tablet, Phone, and Computer Gaming According to the Parents' Opinions of Students Participating Summer Sports Schools

2021 ◽  
Vol 15 (9) ◽  
pp. 2916-2919
Author(s):  
Veysel Albayrak ◽  
Atalay Gacar ◽  
Eyyup Nacar ◽  
Ömer Faruk Tutar
Keyword(s):  
Personal Information ◽  
Computer Game ◽  
School Level ◽  
Work Status ◽  
Gaming Addiction ◽  
Computer Gaming ◽  
Game Addiction ◽  
Study Results ◽  
Significant Difference ◽  
Computer Game Addiction

Background: The universe of the research is the athletes of summer sports schools held in Elazig in 2021. The sample consists of the mothers of 669 randomly selected athletes from sports schools. Aim: The aim of the study is to examine the levels of gaming addiction according to the parental opinions of the students participating the 2021 Elazig Summer Sports Schools. Methods: In order to determine the demographic characteristics of the participants in the study, the personal information form(gender, age, school level, mother work status, child's tablet/phone ownership status), and an 18-item scale developed by Ulusoy (2019) was used. Analysis of the data in the research and the calculation of the results found were created through statistical programs in a computer environment. Frequency (f) and percentage (%) distributions of variables were calculated. The data were checked with skewness and kurtosis tests to determine whether they were normally distributed. As a result of these tests and controls, it was determined that the data of the research was parametric. Therefore, t test and variance analysis (Anova) test were used. The error level was taken as p<0.05 in the study. Results: It was determined that there was a statistically significant difference in computer game addiction depending on the gender, mother work status and tablet/phone/computer availability of the students participating summer sports schools in Elazig province. There was no statistically significant difference in computer game addiction depending on educational status and age variables. Conclusion: In line with the study findings, it was observed that the overall average of computer game addiction levels was below average at 45.30 within the framework of the parental opinions of the students participating summer sports schools in Elazig province. Keywords: Sports, Gaming, Addiction, Technological Device

Sign in / Sign up

Export Citation Format

Share Document