British Journal of Educational Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 13, 2024
Abstract
In
today's
era,
the
ability
to
create
and
utilize
digital
games
in
classroom
is
of
great
importance,
for
both
teachers
students.
Yet
traditional
teaching
methods
often
lack
implementation
general,
particular.
This
study
presents
a
unique
constructivist
framework
creating
integrating
digital‐game
generators
classroom,
following
four
consecutive
year‐long
courses
preservice
at
college
Israel.
Using
design‐based
research,
year‐to‐year
improvements
(iterations)
course
were
introduced,
achieved
through
analysis
in‐class
discussions,
semi‐structured
interviews,
participants'
reflective
diaries
generated
games.
The
participants
required
apply
unit
their
field
expertise,
during
practical
school‐teaching
experience.
findings
this
are
based
on
experience
secondary
schools
three
core
subjects:
English
as
second
language,
mathematics
history.
developed
comprises
elements:
game,
pedagogical
didactic
core,
knowledge—all
which
important
when
into
classroom.
addressed
could
be
applied
additional
teacher‐training
programs,
increase
generation
related
skills
classrooms.
Practitioner
notes
What
already
known
about
topic
Creating
implementing
has
gained
momentum
recent
years.
Early
exposure
training
phase
may
use
educational
field.
developing
integration
approach,
allows
students
using
existing
game
generators,
while
expressing
insights
knowledge
personal
creative
manner.
paper
adds
Introduces
an
innovative
teacher
training,
addressing
key
content
components.
Demonstrates
successful
application
across
multiple
disciplines
(English,
history)
education.
Presents
longitudinal
showcasing
iterative
development
refinement
game‐based
learning
approach
Provides
evidence‐based
effectiveness
incorporating
creation
tool
preparation
programs.
Implications
practice
and/or
policy
helps
expose
teachers—and
early
stages
training—to
experimenting
with
different
types
them
teaching.
Such
promote
meaningful
learning,
emphasis
21st‐century
skills.
light
proposed
model,
recommends
promoting
benefit
teachers'
future
East African Journal of Education Studies,
Год журнала:
2024,
Номер
7(2), С. 291 - 308
Опубликована: Май 23, 2024
This
study
investigated
the
Perceived
Usefulness
(PU),
Ease
of
Use
(PEoU),
and
availability
environmental
print
on
teachers'
Behavioural
Intention
(BI)
to
enhance
emergent
literacy
skills
in
pre-primary
schools
Tanzania.
The
involved
103
teachers
Shinyanga
District
Council.
used
Technological
Acceptance
Model
(TAM)
assess
influence
behavioural
for
classes.
quantitative
a
closed-ended
questionnaire
gather
information
from
regarding
BI
enhancing
skills.SPSS
version
23
was
data
analysis.
Before
multiple
regression
computation,
there
were
prerequisite
tests,
namely,
linearity
relationship
between
independent
dependent
variables,
outliers
multicollinearity
predictor
variables.
Multiple
showed
that
PEoU
directly
PU
indirectly
perceived
BI,
which
is
inconsistent
with
origin
TAM.
skills.
indirect
effect
may
be
owing
inability
employ
workload.
It
advisable
provide
primary
where
classes
are
attached
learning
resources
assist
developing
children
Edukasiana Jurnal Inovasi Pendidikan,
Год журнала:
2024,
Номер
3(3), С. 367 - 380
Опубликована: Июнь 7, 2024
The
ubiquity
of
Artificial
Intelligence
(AI)
has
generated
different
perceptions
and
views
regarding
its
usefulness
in
conducting
educational
assessment
Nigerian
universities.
This
study
determined
whether
academic
integrity
innovative
concerns
affect
how
university
teachers
utilize
diverse
AI
tools
assessment.
It
also
investigated
if
teachers’
perception
using
is
likely
to
be
associated
with
their
tendency
personalize
use
at
universities
the
country.
adopted
inferential
research
design.
3,083
comprised
population
study,
out
which
sample
322
participants
who
are
professors,
associate
senior
lecturers
from
government
privately-owned
universities,
were
randomly
selected
for
study.
instrument
was
a
4-point
scale
questionnaire
titled:
“University
Teachers’
Perception
Utilization
Questionnaire
(UTPUAIQ).”
data
analyzed
independent
t-test,
Pearson
Product
Moment
Correlation
Chi-Square
statistics,
as
percentile
analysis
explored
simple
percentage
statistical
procedure.
results
revealed
that
have
an
influence
on
perceive
assessment;
significantly
affects
concluded
itself
not
harmful
but
potential
risks
involved
must
mitigated
it
deployed
students’
Nigeria.
Hence,
there
need
ensure
ethical,
inclusive
equitable
Future in Educational Research,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 27, 2024
Abstract
In
education,
the
shift
to
emergency
remote
teaching
found
teachers
working
increase
student
engagement
in
online
environment
while
still
relying
on
face‐to‐face
pedagogical
approaches
absence
of
sufficient
Professional
Development
opportunities
(DeCoito
&
Estaiteyeh,
2022).
response
growing
interest
video
games
this
article
reconsiders
data
collected
for
a
single
case
primary/junior
preservice
(PTs)
enrolled
science
education
methods
classroom
answer
(a)
How
can
be
used
as
learning
object
teacher
program?
(b)
does
using
game
class
impact
PTs'
intent
and
understanding
their
future
classroom?
(c)
PTs
supported
understand
how
used?
Results
acted
significant
springboards
worked
together
make
meaning
STEM
reflected—both
during
after
gameplay—on
use
with
students.
Additionally,
exposure
digital
game‐based
increased
both
confidence
deep
objects
classrooms.
Recommendations
implications
are
discussed
regarding
introduction
integration
program.
British Journal of Educational Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 13, 2024
Abstract
In
today's
era,
the
ability
to
create
and
utilize
digital
games
in
classroom
is
of
great
importance,
for
both
teachers
students.
Yet
traditional
teaching
methods
often
lack
implementation
general,
particular.
This
study
presents
a
unique
constructivist
framework
creating
integrating
digital‐game
generators
classroom,
following
four
consecutive
year‐long
courses
preservice
at
college
Israel.
Using
design‐based
research,
year‐to‐year
improvements
(iterations)
course
were
introduced,
achieved
through
analysis
in‐class
discussions,
semi‐structured
interviews,
participants'
reflective
diaries
generated
games.
The
participants
required
apply
unit
their
field
expertise,
during
practical
school‐teaching
experience.
findings
this
are
based
on
experience
secondary
schools
three
core
subjects:
English
as
second
language,
mathematics
history.
developed
comprises
elements:
game,
pedagogical
didactic
core,
knowledge—all
which
important
when
into
classroom.
addressed
could
be
applied
additional
teacher‐training
programs,
increase
generation
related
skills
classrooms.
Practitioner
notes
What
already
known
about
topic
Creating
implementing
has
gained
momentum
recent
years.
Early
exposure
training
phase
may
use
educational
field.
developing
integration
approach,
allows
students
using
existing
game
generators,
while
expressing
insights
knowledge
personal
creative
manner.
paper
adds
Introduces
an
innovative
teacher
training,
addressing
key
content
components.
Demonstrates
successful
application
across
multiple
disciplines
(English,
history)
education.
Presents
longitudinal
showcasing
iterative
development
refinement
game‐based
learning
approach
Provides
evidence‐based
effectiveness
incorporating
creation
tool
preparation
programs.
Implications
practice
and/or
policy
helps
expose
teachers—and
early
stages
training—to
experimenting
with
different
types
them
teaching.
Such
promote
meaningful
learning,
emphasis
21st‐century
skills.
light
proposed
model,
recommends
promoting
benefit
teachers'
future
