Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19519
Title: Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning
Contributor(s): Meletiou-Mavrotheris, Maria (author); Prodromou, Theodosia  (author)orcid 
Publication Date: 2016
DOI: 10.1007/s10758-016-9275-y
Handle Link: https://hdl.handle.net/1959.11/19519
Abstract: The paper reports the main insights from a study aimed at equipping a group of pre-service teachers with the knowledge, skills, and practical experience required to effectively integrate educational games within the mathematics curriculum. An instructional intervention based on the Technological Pedagogical and Content Knowledge framework was implemented in an undergraduate mathematics methods course attended by thirteen (n = 13) prospective primary teachers. Participants experimented with different ways in which educational games could help students internalize key mathematical concepts across the primary curriculum, and were familiarized with the design principles for constructivist gaming environments. Upon completion of a unit on game-enhanced learning, they worked in small groups to develop and deliver, during their teaching placements, instructional episodes integrating the use of serious games. Findings indicate a positive impact on pre-service teachers' perceptions regarding game-based learning, and on their competence in selecting, evaluating, and productively utilizing digital games as an instructional tool.
Publication Type: Journal Article
Source of Publication: Technology, Knowledge and Learning, 21(3), p. 379-399
Publisher: Springer Netherlands
Place of Publication: Dordrecht, The Netherlands
ISSN: 2211-1662
2211-1670
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130208 Mathematics and Numeracy Curriculum and Pedagogy
130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio-Economic Outcome Codes: 930203 Teaching and Instruction Technologies
930201 Pedagogy
930202 Teacher and Instructor Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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