Turkish Pre-Service Teachers' Experiences with Contemporary Technology Games and Perceptions About Teaching with Instructional Games
PDF

Keywords

Instructional games
Tablet computer
Interactive white boards
Pre-service teachers
Y-generation

How to Cite

Korkmaz, U., & Yutrtseven Avci, Z. (2016). Turkish Pre-Service Teachers’ Experiences with Contemporary Technology Games and Perceptions About Teaching with Instructional Games. Research in Social Sciences and Technology, 1(1). Retrieved from https://ressat.org/index.php/ressat/article/view/5

Abstract

The present study investigates pre-service teachers' experience about playing technology games and their opinions about using contemporary technology to play games as an instructional tool. The participants are 272 pre-service teachers from a university in Middle Anatolia. The present study used mixed methods. The data was collected through an online survey that was created by the authors. The survey contains demographic questions about the participants` gender, major, whether they play technology games or not, and questions about which technology games they play, their opinions about using technology (IWBs and tablets) to play games for instruction, and for which instructional purposes they plan using technology to play games. Following research questions were investigated for the current study: 1. Whether pre-service teachers play technology games or not? If yes, which technology games they play? 2. Whether pre-service teachers plan to use interactive white boards and tablets that were distributed by the government under FATIH project to play technology games for educational purposes? 3. Whether pre-teachers’ opinions about using the IWBs and tablets to play instructional games associated with their gender and playing technology games? 4. For which instructional purposes pre-service teachers plan to use IWBs and tablets to play instructional games? For the second and third questions descriptive statistics and crosstabs were conducted. For the first and fourth questions content analysis was applied. Fifty-four percent (n=148) of the pre-service teachers agreed to use the IWBs and tablets to play technology games for educational purposes while 46% (n=124) did not. There is no statistically significant association between gender and plans using the IWBs and tablets to play instructional games. There was a statistically significant association between who Playing Technology Games and Plans Using IWBs and Tablets to Play Instructional Games. Pre-service teachers who play technology games reported higher scores than the ones who do not play technology games. The participants suggested that using IWBs and tablets to play games would make learning fun and easy. The study has implications for teacher education and K-12 education policy. The present study also adds to the knowledge of whether the Y-generation pre-service teachers find the recent technology games useful for education or not.
PDF

References

Basawapatna, A. R., Koh, K. H., & Repenning, A. (2010, June). Using scalable game design to teach computer science from middle school to graduate school. In Proceedings of the fifteenth annual conference on Innovation and technology in computer science education (pp. 224-228). ACM.

Beauchamp, G., Burden, K., & Abbinett, E. (2015). Teachers learning to use the iPad in Scotland and Wales: a new model of professional development. Journal of Education for Teaching, 41(2), 161-179. doi: 10.1080/02607476.2015.1013370

Beauchamp, G., & Kennewell, S. (2013). Transition in pedagogical orchestration using the interactive whiteboard. Education and Information Technologies, 18(2), 179-191. doi: 10.1007/s10639-012-9230-z

Becker, K. (2007) Digital Game Based Learning, Once Removed: Teaching Teachers, British Journal of Educational Technology, SIG-GLUE Special Issue on Game-Based Learning, 38(3), 478-488. doi: 10.1111/j.1467-8535.2007.00711.x

Bey, M. A. (2012). The Negative and Positive Characteristics of Teacher Technology Professional Development Programs in Relation to Efficient Classroom Integration and Knowledge of Interactive Whiteboards (pp. 1-214). Ph.D. Dissertation, Saint Joseph's University. Retrieved from http://www.editlib.org/p/116615/

Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54, 1145-1156. doi: 10.1016/j.compedu.2009.10.022

DeSantis, J. (2012). Getting the most from your interactive whiteboard investment: Three guiding principles for designing effective professional development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(2), 51-55. doi: 10.1080/00098655.2011.607867

Fatih Projesi. (2016, January). [The Fatih Project]. Retrieved from http://fatihprojesi.meb.gov.tr/tr/english.php

Furió, D., Gonzalez-Gancedo, S., Juan, M. C., Seguí, I., & Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers & Education, 64, 1-23. doi: doi:10.1016/j.compedu.2012.12.001

Hsu, T.Y. & Chiou, G.F. (2011). Preservice Teachers' Awareness of Digital Game-Supported Learning. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 2135-2141). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved May 12, 2016 from https://www.learntechlib.org/p/36620

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427-443.

Koh, E., Kin, Y. G., Wadhwa, B., & Lim, J. (2012). Teacher perceptions of games in Singapore schools. Simulation & Gaming, 43, 51-66. doi: 10.1177/1046878111401839

LaPlante, D. A., Nelson, S. E., LaBrie, R. A., & Shaffer, H. J. (2006). Men & women playing games: Gender and the gambling preferences of Iowa gambling treatment program participants. Journal of Gambling Studies, 22, 65-80.

McCrindle, M., & Wolfinger, E. (2010). Generations defined. Ethos, 18(1), 8.

Miller, D. J., & Robertson, D. P. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’programme on computation and selfâ€esteem. British Journal of Educational Technology, 41(2), 242-255.

Panagiotakopoulos, C. T. (2011). Applying a conceptual mini game for supporting simple mathematical calculation skills: Students’ perceptions and considerations. World Journal of Education, 1(1), 3-14.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52, 1-12.

Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249.

Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers' perceptions of video games: MMOGs and the future of preservice teacher education. Innovate: Journal of Online Education, 2(3), 5.

Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.

Tuzun, H., Yılmaz-Soylu, M., Karakus, T., Inal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.

Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56, 466-474.

Watson, W. R., Yang, S., & Ruggiero, D. (2013). Games in Schools: Teachers’ Perceptions of Barriers to Game-based Learning. In AECT's Annual Convention Proceedings (pp. 229-238).