The Perceived Appropriateness of Digital Games From ELL Teachers

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Author(s): Khalifa Alshaya (University of North Dakota, USA)and Pamela Beck (University of North Dakota, USA)
Copyright: 2021
Pages: 16
Source title: Handbook of Research on Equity in Computer Science in P-16 Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Yune Tran (Montclair State University, USA)
DOI: 10.4018/978-1-7998-4739-7.ch011

Keywords: Computing Education / Information Science Reference / K-12 Education / Knowledge Management and Library Science

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Abstract

The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.

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