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Teacher Gamers vs. Teacher Non-Gamers
Abstract
The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.
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