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Related Experiment Video

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Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

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Published on: December 16, 2010

Do teachers believe that video games can improve learning?

Juan-Ignacio Pozo¹, Beatriz Cabellos¹, Daniel L Sánchez¹

¹Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Iván Pavlov, 6, 28049, Madrid, Spain.

|July 8, 2022

Summary

Teachers broadly accept video games for education, believing they foster learning best through guided, epistemic play. However, their favorable beliefs about educational video games need to translate into classroom practice through enhanced training and research.

Keywords:

Epistemic play Learning outcomes Pragmatic play Teachers' conceptions Video games

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Area of Science:

Educational Technology
Game-Based Learning
Teacher Education

Background:

Video games are prevalent in children's entertainment, with proven educational potential, yet are rarely integrated into classrooms.
Teachers' perceptions of video game effectiveness for learning are understudied, hindering curriculum integration.
Understanding teachers' beliefs is crucial for leveraging video games in educational settings.

Purpose of the Study:

To investigate teachers' conceptions of video games' educational value and effectiveness.
To identify key video game dimensions and personal teacher traits influencing these conceptions.
To explore the relationship between teachers' beliefs and their intention to use video games in teaching.

Main Methods:

A Likert questionnaire was developed assessing pragmatic play, epistemic play, and learning outcomes (verbal information, skills, attitudes).
Data were collected online from 595 Spanish teachers.
Statistical analyses included ANOVA and multiple regression.

Main Results:

Teachers generally accept video games as educational tools, with intention to use and private use being significant factors.
Epistemic play, especially with scaffolding and teacher guidance, is perceived as more conducive to learning than pragmatic play.
Video games are believed to primarily enhance verbal information and procedural learning, with attitude learning considered less likely.

Conclusions:

There is broad acceptance of video games as educational media among teachers.
Teacher training programs on educational video game use require enhancement.
Further research is needed to bridge the gap between teachers' positive beliefs and actual classroom practices.