Pre-service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms

Gulsah Uluay,Alev Dogan

doi:10.13189/ujer.2016.041028

Gulsah Uluay, Alev Dogan

Open Access

https://doi.org/10.13189/ujer.2016.041028

Copy DOI

Abstract

The main purpose of the study is to introduce Kodu Game Lab that is created by Microsoft as an example for technology integration into learning process to pre-service science teachers with MAGDAIRE framework. The participants were in a special teaching methods course at a university in Turkey during the fall 2015 semester. Mix method research design was used in the study. Technical Proficiency of Kodu Concepts Test (TPKC-T) and semi-structured interview form were used to collect data. To compare the participants, an experimental group who attended the course designed with MAGDAIRE framework (n=18) and a control group who didn't study with MAGDAIRE framework (n=18) were organized. According to analysis results of data collected with TPKC-T, experimental group's post-test mean is significantly higher than control group's post-test mean. Based upon analysis of interview questions, it can be reported that PSTs in experimental group have more positive opinions towards Kodu and digital game based learning than PSTs' in control group.

Highlights

In the second half of the 20th century, the explosion of personal computers and their potential with internet connection revolutionized forms of communication and have affected learning and teaching deeply [1]
The purpose of this study is to introduce Kodu Game Lab that is created by Microsoft as an example for technology integration into learning process to pre-service teachers’ (PSTs) and make PSTs design their own digital game activities by developing their proficiency about Kodu
Most of the reports about digital game based learning contain unfamiliar technology [47]. Starting from these points of view, the current study aims to introduce digital game based learning with Microsoft Kodu Game Lab to PSTs

Summary

Introduction

In the second half of the 20th century, the explosion of personal computers and their potential with internet connection revolutionized forms of communication and have affected learning and teaching deeply [1]. Along with this effect and the rapid development of technology, computer-based tasks and other kinds of instructional technologies have entered the educational programs in recent years [2]. Use of technology for instructional purposes has potential to improve teaching and learning process [3]. Teaching and learning environment can be made more interactive and the instructions more efficient by technology [2]. Technology can improve students’ motivation [5], [6], [7]

Objectives

Methods

Results

Conclusion