Differentiated instruction in digital video games: STEM teacher candidates using technology to meet learners’ needs

Abstract

ABSTRACT Differentiated instruction (DI) is a teaching approach that aims to achieve learning for diverse students. This study reports on promoting STEM teacher candidates’ (TCs’) implementation of technology-enhanced DI in teacher education courses. The research questions are: (1) How do TCs develop digital video games (DVGs) to be inclusive of DI?, and (2) If, and to what extent are DVGs effective tools to implement DI in secondary science classes? The analysis of eight DVGs, developed by the TCs, shows that most TCs were able to proficiently integrate DI practices in their DVGs. Furthermore, DVGs are effective tools to differentiate instruction by facilitating pacing variation for different students, differentiating difficulty levels, scaffolding, integrating multimodalities to present the content in different formats, utilizing engaging features, representing different learners of various backgrounds, promoting conceptual understanding, and enabling different assessment forms especially formative and diagnostic assessments. This research is significant as it highlights how digital resources such as DVGs can be used to address individual learners’ needs, interests, profiles, and academic achievement levels. Additionally, this research informs instructional designers, game developers, and curriculum specialists on ways to incorporate equity, diversity, and inclusion pedagogies such as DI in digital educational resources.