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An Examination of Pre-Service Teachers' Attitudes towards Game-Based Learning
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Author(s): Phu Vu (University of Nebraska at Kearney, USA), Scott Fredrickson (University of Nebraska at Kearney, USA), Patricia Hoehner (University of Nebraska at Kearney, USA)and Jane K. Ziebarth-Bovill (University of Nebraska at Kearney, USA)
Copyright: 2016
Pages: 12
Source title:
Handbook of Research on Gaming Trends in P-12 Education
Source Author(s)/Editor(s): Donna Russell (Walden University, USA)and James M. Laffey (University of Missouri at Columbia, USA)
DOI: 10.4018/978-1-4666-9629-7.ch014
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Abstract
This chapter examined pre-service teachers' attitudes toward game-based learning. Research participants included 30 pre-service teachers at a Midwest public university. The research participants took an online course in which game elements such as online mini games as either warm-up or wrap-up activities were integrated. After the course, the researchers analyzed participants' login data and collected their responses to an open online survey. The research results showed that students enjoyed playing games integrated into the course. They spent time playing the games and found them enjoyable and useful. The participants valued the usefulness of integrating games into the classroom. Playing games helped them focus on the topic and review what they had learned from the lecture. They also indicated that they would integrate games into their teaching.
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