Foster, A. (2012). Assessing learning games for school content: The TPACK-PCaRD framework and methodology. In: D. Ifenthaler, D. Eseryel, & X. Ge (Eds.). Assessment in game-based learning (pp. 201-215). Springer. https://doi.org/10.1007/978-1-4614-3546-4_11 Abstract: “Game-based learning is varied and so are the assessments and methods used to determine what is learned with…
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Foster, A. N., & Mishra, P. (2008). Games, claims, genres & learning. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education. Information Science Reference, pp. 33-50. https://doi.org/10.4018/978-1-59904-808-6.ch002 Abstract: “We offer a framework for conducting research on games for learning. Building on a survey of the…
Comments closedSiko, J., & Barbour, M. K. (2012). Homemade PowerPoint games: Game design pedagogy aligned to the TPACK framework. Computers in the Schools, 29(4), 339-354. http://doi.org/10.1080/07380569.2012.734430 Abstract: “While researchers are examining the role of playing games to learn, others are looking at using game design as an instructional tool. However, game-design…
Comments closedAnnetta, L., Frazier, W., Folta, E., Holmes, S., Lamb, R., & Cheng, M-T. (2013). Science teacher efficacy and extrinsic factors toward professional development using video games in a design-based research model: The next generation of STEM learning. Journal of Science Education & Technology, 22(1), 47-61. https://doi.org/10.1007/s10956-012-9375-y Abstract: “Designed-based research principles…
Comments closedHsu, C.Y., Liang, J.C., Chai, C.S., & Tsai, C.C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461–479. https://doi.org/10.2190/ec.49.4.c Abstract: “Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not…
Comments closedHsu, C. Y., Liang, J. C., & Su, Y. C. (2014). The role of the TPACK in game-based teaching: Does instructional sequence matter? Asia-Pacific Education Researcher, 24, 463-470. https://doi.org/10.1007/s40299-014-0221-2 Abstract: “Previous studies have suggested that understanding the relationships and developmental paths among TPACK constructs plays a crucial role in teachers’…
Comments closedLi, N., & Zhang, X. (2023). Using a Moodle-based digital escape room to train competent EMI lecturers and instructors in a multilingual environment. In J. Corbett, E. M. Yan, J. Yeoh, & J. Lee (Eds.), Multilingual education yearbook 2023 (pp. 191-211). Springer. https://doi.org/10.1007/978-3-031-32811-4_11 Abstract: “Professional development for teachers in English…
Comments closedTrinh, M. P., Chico, R. J., & Reed, R. M. (2023). How fun overcame fear: The gamification of a graduate-level statistics course. Journal of Management Education. Advance online publication. https://doi.org/10.1177/10525629231181120 Abstract: “Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This…
Comments closedAlsultan, J. A. (2021). Saudi high school science teachers’ perceptions towards the integration of digital game-based learning into their teaching practice (Publication No. 28643346) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations & Theses Global. Abstract: “The switch to distant learning due to the COVID-19 pandemic demanded an immediate adaptation…
Comments closedMacLeod, K., Kraglund-Gauthier, W. L., & Griffiths, G. (2022). The efficacy of online games for teaching ocean literacy in Nova Scotia: Results from a pilot study. In M. Jacobsen & C. Smith (Eds.), Online learning and teaching from kindergarten to graduate school (pp. 526-553). Canadian Association for Teacher Education (CATE).…
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