Developing and Validating a Board Games Attitude Scale for Primary School Teachers

International Journal of Online Pedagogy and Course Design, Journal Year: 2025, Volume and Issue: 15(1), P. 1 - 15

Published: Jan. 23, 2025

This study aimed to develop and validate a Board Games Attitude Scale for primary school teachers (hereinafter, BGAS-PT) assess their perspectives on using board games in educational settings. had already been integrated into Taiwan's senior high disaster prevention curriculum. However, adoption classrooms remained limited, largely due varying teacher perceptions concerning curriculum alignment pedagogical value. The methodology involved validating items from previous scales fit the context of education. Findings indicated that generally recognized significant cognitive benefits games, particularly enhancing teaching strategies classroom dynamics. Teachers who actively incorporated reported higher levels positive engagement perceived benefits. Moreover, early-career showed greater openness integrating suggesting newer educators were more inclined adopt innovative tools.

Language: Английский

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In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 157, P. 104951 - 104951

Published: Feb. 4, 2025

Language: Английский

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Smart Accessibility and Quality of Life in Education: A Systematic Review of Adolescent Support and Universal Access

Cureus, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 23, 2025

The accelerated digitalization of secondary education following the COVID-19 pandemic has fundamentally altered nature learner engagement and participation with various knowledge resources. From digital lessons to gamification integrated smart technologies capable supporting specific needs, opportunity for inclusion universal accessibility is unprecedented. This study represents an important extension prior research in this field, combining multiple empirical studies regarding technologies, effects, quality life (QoL) into a blueprint future educational applications. Through systematic literature review (SLR), from databases using methods have been identified thematically compared. findings reveal that while potential revolutionize inclusive education, gaps persist, particularly students special leading disparities learning opportunities outcomes. Such stem insufficiently adaptive inadequate teacher training, limited resource allocation underserved communities. By targeting bottom-up, participative design approach technological identification integration, broader range student needs can be accommodated, ensured larger percentage population. recommends improving outcomes all students, especially those by prioritizing development adaptable, continuous utility assessments. synthesizes evaluate impact on adolescent life, providing framework assessing integration education.

Language: Английский

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A systematic review of digital game‐based learning studies focusing on K‐12 educators

Review of Education, Journal Year: 2025, Volume and Issue: 13(1)

Published: March 11, 2025

Abstract Digital game‐based learning (DGBL) has emerged as a significant research topic in recent times, particularly the context of K‐12 education. While numerous systematic literature reviews have focused on students participants, there is notable gap that concentrate educators who adopt DGBL their classrooms. This study aims to fill this by synthesising findings from studies between 2000 and 2023 focus instead students. Utilising PRISMA 2020 process, 43 articles meeting specified inclusion exclusion criteria were reviewed, coded, analysed identify trends four domains: (1) distribution demographics studies, (2) aspects (3) participants' views DGBL, (4) training strategies resources. The analysis revealed common themes educators' perspectives highlighting need for structured programmes educators. From these insights, article proposes model programme equips effectively utilise DGBL. contributes significantly field shifting educators, play crucial role successful integration digital games process.

Language: Английский

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Media Belajar Digital Berbasis Kearifan Lokal Sebagai Sumber Bacaan Dongeng Sastra Anak

Jurnal Elementaria Edukasia, Journal Year: 2024, Volume and Issue: 7(1), P. 2262 - 2275

Published: March 31, 2024

The purpose of this research is to analyze the media needs children's literature fairy tales in grade III at SD N 1 Tuko, Grobogan Regency. This used mixed methods with a sequential exploratory model. subjects were third teacher and five students purposive sampling technique for qualitative data 25 Tuko quantitative data. instrument interviews find out problems experienced then analyzed by triangulating questionnaire was using descriptive statistics. results showed that teachers LKS picture books as source reading tales. Teachers have not innovated digital integrated local wisdom so are less interested media. From study it can be concluded classroom need innovative sources dogeng improve literacy quality, namely understand content reading.

Language: Английский

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Teachers’ views on gameful practices – A scoping review

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 150, P. 104730 - 104730

Published: Aug. 20, 2024

Language: Английский

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Adopt or abandon: Facilitators and barriers of in-service teachers’ integration of game learning analytics in K–12 classrooms?

Computers & Education, Journal Year: 2023, Volume and Issue: 209, P. 104951 - 104951

Published: Nov. 10, 2023

Language: Английский

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This Land is My Land: Teachers' integration of game and novel in English instruction

Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: 40(5), P. 2190 - 2207

Published: May 28, 2024

Abstract Background The most recent Norwegian educational reform, in force from 2020, was the first to include games alongside more traditional language learning resources (e.g., novels, films, music) English curriculum for secondary school. This emphasis on provided a unique opportunity examine how are actually used instruction combination with other resources. Objectives aim of this study investigate digital commercial game Land is My printed novel naturally occurring two lower classes during two‐week project labelled ‘The Native American Experience’. Methods Participants involved one teacher, nine student teachers and 52 students (aged 13–14). Using mixed methods design, we integrated quantitative qualitative analyses classroom video recordings ( N = 20), screen gameplay 32), texts 32) retrospective interviews 7). We validated Protocol Language Arts Teaching Observation (PLATO; Grossman, 2015) reflexive thematic analysis (Braun & Clarke, 2022) interviews. Results Conclusions dual perspective experience. While window observing topic historically, playground experience interactively. Although offered different perspectives experience, identified missed opportunities those who gamed before reading, whereas read their knowledge when they engaged content. In broader context technology instruction, combine literacies that acknowledge students' prior diverse literacies.

Language: Английский

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El juego como recurso educativo para la enseñanza del idioma inglés

Revista Social Fronteriza, Journal Year: 2024, Volume and Issue: 4(3)

Published: June 19, 2024

La integración de las TIC ha facilitado el desarrollo numerosas tareas y procesos, convirtiéndose así en un elemento indispensable la sociedad actual. En educación, se manifestaron metodologías enseñanza innovadoras alteraciones proceso enseñanza-aprendizaje. El currículo inglés del Ministerio Educación ecuatoriano (2016) describe necesidad preparar a los ecuatorianos para enfrentar desafíos mundo globalizado. gamificación tiene impacto significativo educación; investigación sobre uso diferentes plataformas aumentar vocabulario motivación sigue creciendo, particularmente América Latina. objetivo general es analizar juego como recurso educativo lengua inglesa. desarrolló con enfoque cualitativo método descriptivo porque queríamos conocer realidad tal es. Fue bibliográfica era necesario contar fuentes secundarias alto desarrollar investigación. Se concluyó que este efecto estudiantes durante aprendizaje, donde ambiente aprendizaje hace sientan cómodos, vuelve divertido, aumenta interés por aprender, facilita comprensión material reduce ansiedad estudiantes.

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A Conception of an Instrument Supporting the Design of Educational Video Games for Cultural Heritage

IFAC-PapersOnLine, Journal Year: 2024, Volume and Issue: 58(3), P. 363 - 368

Published: Jan. 1, 2024

Educational video games in Cultural Heritage (CH) represent modern and relevant digital media intended to educate learners on the knowledge, preservation, protection of CH. Designers educators design create for education dedicated CH (intangible tangible) acquaint with multiple aspects respective cultural heritage's history, significance, information. At same time, these allow perceive this information acquire knowledge a interactive way - by playing educational game learning integrated didactic content specific object. This paper presents conception software instrument that supports assists designers (including who are not professionals field technologies) designing (CH). The is based applying author's Summary Model Design process (Summary DELIS-CH) using Classification Video Games Among main objectives provide facilitated opportunity an assisted supported initiation processes CH, as well recommendations classification serve IT specialists) future creating can use and, through its designed functionalities, generate particular custom-made description includes In addition, model essential user functionalities their description.

Language: Английский

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