Game at School? Italian Teachers' Perceptions of the Introduction of Games in the Classroom

Authors

DOI:

https://doi.org/10.34190/ecgbl.18.1.2657

Keywords:

Game-Based Learning (GBL), Italian School, Quantitative Research, Teachers' Perceptions of Classroom Game, Teachers' Attitudes toward Classroom Games, Technological Pedagogical Content Knowledge-Games (TPACK-G)

Abstract

The growing awareness that games can be a very valuable training support, both as a resource to engage and motivate and to promote acquisition of disciplinary knowledge and skills, has not been accompanied by an effective diffusion of games in Italian schools. From primary school to university, an ambivalent behaviour is manifested: a widespread appreciation of games as a learning environment is contrasted with a limited application, often reduced to the use of games or online software of a behavioural matrix. An analysis of research on the use and diffusion of games in Italian schools and universities highlights the lack of recent studies on the basic didactic-pedagogical knowledge, level of acceptance and confidence of teachers regarding the introduction of games in the classroom. The goal of this contribution is to provide an updated understanding of Italian teachers' competencies related to the formative use of games. To this aim, we developed a survey adapting to the Italian context one of the most established competence frameworks for game-based learning (GBL): the Technological Pedagogical Content Knowledge-Games (TPACK-G), a variant of TPACK specifically modified for the analysis of games. This new tool extends to non-digital games and integrates the sections on aspects related to game-based instructional design, game scenarios, and the role of the teacher in the instructional activity. This research will not only provide an updated look at how the prevalence of play in the classroom is changing, beyond simple manifestations of interest and trends, but also reveal how the approach to games is changing in the design of educational activities and what is the degree of awareness of the game pedagogical-educational skills necessary for the introduction of games in education. This, in turn, is instrumental for the development of new and more focused teacher training programs to promote the use of games in classrooms.

Author Biographies

Massimiliano Andreoletti, Università Cattolica del Sacro Cuore

Dr Massimiliano Andreoletti (PhD) is adjunct professor of "Planning and Management of Learning Environments" at the Faculty of Psychology of the Università Cattolica del Sacro Cuore of Milan, Italy. He received his PhD in "Communication and New Technologies" from IULM University (Milan) in 2007. He taught "Game and Didactics" at the Faculty of Education Sciences. His research interests concern the use of technologies for learning with particular interest in analogical and digital games

Andrea Tinterri, Università Telematica Pegaso

Dr Andrea Tinterri is associate professor of experimental pedagogy at Pegaso Telematic University, Italy. He received his PhD in neuroscience from Université Pierre et Marie Curie (Sorbonne Université) in 2016. He is a researcher in the field of technology-enhanced learning and a professional board game designer; his main research topics include Artificial Intelligence in education, game-based learning, and technology-enhanced assessment.

Anna Dipace, Università Telematica Pegaso

Dr Anna Dipace is full professor of Experimental Pedagogy and Head of the Faculty of Human, Education and Sport Sciences at Pegaso Telematic University, Italy. She received her PhD in “Man and Environment” from Foggia University in 2008. She has been Dean of IUL Telematic University and is Secretary of the Italian Society for Research on Media Education (SIREM). Her main research areas are technology-enhanced learning and innovation in teaching methodologies.

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Published

2024-10-07