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Teachers’ Many Roles in Game-Based Learning Projects
Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi. (Interaction Lab)
Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi. (Interaction Lab)ORCID-id: 0000-0002-9578-7410
2015 (engelsk)Inngår i: Proceedings of the 9th European Conference on Games Based Learning / [ed] Robin Munkvold and Line Kolås, Reading, UK: Academic Conferences and Publishing International Limited , 2015, s. 359-367Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper examines what roles teachers need to take on when attempting to integrate and use computer games in their educational environments. The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, the field of digital game-based learning research has had a tendency to focus heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game-based learning activities, this research gap is problematic. Teachers needs to have a certain amount of gaming literacy in order to actively supervise, support, and guide their students before, during, and after the play sessions. The teacher also needs to be proficient in setting up play sessions in a limited amount of preparation time and tackle eventual technical difficulties. Beyond these demands, teachers also need to serve as a conduit between the learning context and the play context, and need to know how to continuously contextualize game activities and the content that students experience in the subject matter being taught.

This paper describes the outcomes of two five month long studies where Swedish K-12 teachers were introduced to using MinecraftEdu as a classroom activity. The study identifies the different roles that a teacher takes on throughout game-based learning processes, such as technical administrator, game administrator, game tutor, subject matter expert, lecturer, debriefer, and classroom supervisor. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game-based learning scenarios, is a necessary foundation for improving games’ viability as educational tools.

sted, utgiver, år, opplag, sider
Reading, UK: Academic Conferences and Publishing International Limited , 2015. s. 359-367
Emneord [en]
teacher-led gaming, teacher roles, practical implications of classroom gaming, educaitonal games
HSV kategori
Forskningsprogram
Interaction Lab (ILAB)
Identifikatorer
URN: urn:nbn:se:his:diva-11603ISI: 000371976400044Scopus ID: 2-s2.0-84955089111ISBN: 978-1-910810-58-3 (tryckt)ISBN: 978-1-910810-59-0 (tryckt)OAI: oai:DiVA.org:his-11603DiVA, id: diva2:860344
Konferanse
European Conference on Games Based Learning 2015
Tilgjengelig fra: 2015-10-12 Laget: 2015-10-12 Sist oppdatert: 2018-09-04

Open Access i DiVA

Berg Marklund, Alklind Taylor - Teachers’ Many Roles in Game-Based Learning Projects(625 kB)1894 nedlastinger
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Berg Marklund, BjörnAlklind Taylor, Anna-Sofia

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