Game-based Pedagogy in Teacher Training: Results of a Pilot Course

Authors

  • Sonia Palha Amsterdam University of Applied Sciences https://orcid.org/0000-0002-1774-6533
  • Anders Bouwer Amsterdam University of Applied Sciences
  • Kristin Webb Amsterdam University of Applied Sciences
  • Daan van Smaalen Amsterdam University of Applied Sciences
  • Desiree Agterberg Amsterdam University of Applied Sciences

DOI:

https://doi.org/10.34190/ecgbl.18.1.2698

Keywords:

game-based pedagogy, game-based learning, gamification, teacher education, course design

Abstract

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL  impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

Author Biographies

Sonia Palha, Amsterdam University of Applied Sciences

Sonia Palha is an Associate Professor of Mathematics Education at Amsterdam University of Applied Sciences. She works as a teacher and researcher for the Faculty of Education. She has researched and designed teacher professional development programs on game-based pedagogy. She is currently leading several (inter)national projects on game-based learning

Anders Bouwer, Amsterdam University of Applied Sciences

Anders Bouwer is a senior researcher and lecturer at the Amsterdam University of Applied Sciences, working for the Faculty of Digital Media and Creative Industries, and the Smart Education Lab at the Faculty of Education. His research interests include educational game design, interactive knowledge representations, and artificial intelligence in education

Kristin Webb, Amsterdam University of Applied Sciences

Kristin Webb is a lecturer at the Faculty of Education of Amsterdam University of Applied Sciences. She has researched and designed physical and digital educational escape rooms (EER) for several projects. Kristin currently is the manager of ENHANCER, an Erasmus+ grant creating a digital EER for social entrepreneurship skills.

Daan van Smaalen, Amsterdam University of Applied Sciences

Daan van Smaalen is a lecturer at the Faculty of Education of Amsterdam University of Applied Sciences. In the master’s program, he teaches both mathematics pedagogy as well as pure mathematics to in-service mathematics teachers. Daan is involved in several (European) projects on game-based learning.

Desiree Agterberg, Amsterdam University of Applied Sciences

Desiree Agterberg is a mathematics teacher in teacher education at the Amsterdam University of Applied Sciences. She specializes in the use of history of mathematics in mathematics education and she is currently also working on game based learning and maker education.

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Published

2024-10-07