Abstract
This study explored 21 elementary science teachers’ experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers’ perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Online Pedagogy and Course Design
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
