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Games in Health Education: A Survey of Pre-service Teachers
Abstract
Studies indicate that teachers are not effectively encouraging appropriate health and well-being strategies among their students (Turcotte, Gaudreau, & Otis, 2007). Because educational games offer many advantages in promoting health, motivation, and active participation in learning, (Sauvé, Power, IsaBelle, Samson, & St-Pierre, 2002), it is important to determine which types of games health education teachers can use best. Building on health education needs and social representation theory, this chapter presents a study of pre-service (student) teachers to identify social representations that pre-service teachers have about games, including whether they perceived games as supporting learning at home and in school, and which types and aspects of games they preferred. The answers to these questions helped the research team to create games to meet the needs of future teachers in enhancing their students’ health education.
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