Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

Abstract

AbstractThe aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term of the 2013-2014 academic year. After a 12-week teaching period, the data regarding preservice teachers' views were collected by means of a questionnaire and semi-structured interviews. While the descriptive analysis technique, including the presentation of data in terms of frequency (f) and percentages (%), was used for the quantitative data, the qualitative data analysis was completed progressively over three phases: (1) data reduction, (2) data display, and (3) conclusion drawing. The results of both the qualitative and quantitative data revealed that pre-service teachers held positive opinions toward the use of game based learning scenarios in Primary Reading and Writing Instruction courses. Moreover, according to the results, the preservice teachers stated that their knowledge related to primary reading and writing instruction was enhanced as a result of the game based activities. On the other hand, the challenge most frequently experienced by the pre-service teachers included feeling anxious about the possibility of failing to design both an age- and contentappropriate game.Keywords: Game based learning * Primary reading and writing instruction * Teacher training * Primary school education * Pre-service teachersSocieties need members able to research, find, and develop solutions to the problems that face them. Scholars in the field of education continue to ask how individuals may learn such skills. One way is game based learning (GBL) instruction by which educators try to provide GBL environments to support students' active engagement and motivation levels during instruction (Tham & Tham, 2012). According to Adler (1997) and Stanley (2009), learning through games is one of the most effective ways to learn because games are used to improve content mastery, higher-order thinking skills, and social skills during the learning process (Jan, 2013; Thomas & Brown, 2011). In addition, games are closely linked to the development of cognitive skills, memory and thinking skills, and language and literacy skills (Bodrova & Leong, 2005). Individuals learn language through a very entertaining game with their mothers. Children not only improve their ability to express themselves and realize their own talents, but also find themselves with the opportunity to improve their language, mental, social, emotional, and motor skills through games (Egemen, Yilmaz, & Akil, 2004). GBL also helps children learn basic scientific concepts (Sahin, 2001) and gives birth to new discoveries, providing immersive, authentic, and fun learning opportunities (Garris, Ahlers, & Driskell, 2002; Laghos, 2010; Nerantzi & Despard, 2012).Pre-knowledge may be reinforced by the use of original educational games that also boost enthusiasm (Odenweller, Hsu, & DiCarlo, 1998). Brooker (2000) and Pivec, Tarin, & Koskinen (2011) have also stated that games are useful tools in structuring knowledge. Similarly, Pivec, & Kearney (2007) point out that games provide opportunities for learners to put what they have learned into practice. Just as games may be used to expand the horizons of children's minds and enable them to explore new universes, so too may they be used to expose them to new ways of learning, teaching, and using creative and dynamic perspectives within such new universes (Lacasa, Mendez, & Martinez, 2008). Games also provide a risk-free environment for participants' new ideas to flourish, change their opinions, and explore new outcomes. As people of various backgrounds and experiences play such games, they contribute ever more to the learning process, sharing in a practical way their individual perspectives and experiences to the rest of the class. …