Abstract
The consideration that the only goal of games is the achievement of entertainment is still commonly accepted, although there is now an outgrowing perspective that believes in the use of games to promote learning. This exploratory quantitative research examines both in-service and pre-service Spanish teacher perceptions (n = 112) about using digital games in their lessons, paying a special attention to the TPACK model, and comparing the results regarding age, gender, and professional situation. Responses show a positive attitude towards the potential use of video games in their lessons, although there are differences considering the results of the items concerning technological, pedagogical, or content knowledge. The data presented in this study is relevant to guide the design of curriculum and training programs, as well as to develop strategies to support and scaffold pre-service and in-service teachers' knowledge and practical implementation of digital game-based learning (DGBL).
TopIntroduction
Games play and essential role in our daily life and in our learning, both in nonformal and informal contexts, especially when we are children. However, when society think about formal education, games are still often seen as an “unserious” activity (Pivec, 2007) This consideration in which the only goal of games is perceived as the achievement of entertainment and fun is still widely accepted, although there is now an outgrowing perspective that believes in the use of games to promote learning (Cornellà et al., 2020). In fact, game-based learning can support effective pedagogical methods as long as teachers are given the necessary time, training and tools to implement this approach in their lessons.
The first author to discuss the use of games in education as a tool for learning was Abt, in his book Serious Games (1970). Abt considered the use of games to teach the school curriculum as a way of bringing closer “school learning” and “informal learning”, and referred to serious games as games that “have an explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement” (Abt, 1970, p. 9). However, he clarified that that did not mean that those games should not be entertaining, but that being entertaining was not its main purpose. Since that moment on, the use of games in education has been increasingly gaining acceptance.
Three decades later, Prensky (2001) went a step further to delve into the Digital Game-Based Learning (DGBL) methodology, seeing it as the coming together of what he considered two different sides: serious learning and interactive entertainment. This author claimed that the changes in technology had had an influence on students’ worlds, styles of learning and capabilities, and considered DGBL as an effective and feasible means to change the learning process in a way that appealed to, and excited, people from the “games generations”. It must be borne in mind that digital games do not only refer to video games, but to any other interactive digital media that can be played using computer power and a video display, including console games, computers, tablets or smartphones. In this light, DGBL is broadly defined as “the use of digital games with serious goals (i.e., educational objectives), as tools that support learning processes in a significant way” (EU Lifelong Learning Programme, 2011, p. 10).
DGBL has captured the attention of researchers and practitioners in recent years (Boyle et al., 2016), and it is no surprise that the use of digital games has been widespread across all levels of formal education (i.e., Martín et al., 2019; Gómez-Gonzalvo et al., 2018; Mendez & Boude, 2021). Nevertheless, research on teachers’ competences to use digital games in their learning are still limited, especially when considering a holistic framework as the Technological Pedagogical Content Knowledge (TPACK) model, constructivist framework developed by Mishra and Koehler (2006).
Key Terms in this Chapter
Pre-Service Teacher: Trainee teacher.
In-Service Teacher: Working professional whose occupation is to instruct and who can develop their work at different educational levels and contexts.
Gamification: Strategic attempt in non-gaming contexts to enhance activities, tasks, projects, etc. to create similar experiences to those undergone when playing games, so that individuals feel motivated and engaged.
Digital Game-Based Learning (DGBL): Learning approach that consists of using interactive digital games with defined learning outcomes. DGBL is designed to balance contents to learn with digital gameplay, as well as with the ability of the learner/player to understand, retain and apply that content matter to the real world.
Video Game-Based Learning (DGBL): Alternative term to Video Game-Based Learning (DGBL), where the focus is on video games, a narrower term to refer to interactive digital media.
TPACK Model: Technological Pedagogical Content Knowledge model formulated by Mishra and Koehler (2006) , and revised in Koehler et al., 2014, based on the idea that in order for educational technology to be used correctly, teachers need three types of knowledge: technological, pedagogical and content.
Post-Millennial: Demographic cohort born between 1994 and 2010, succeeding Millennials and preceding Generation Alpha. Considered the first generation to have grown up with access to the Internet, alternative names to refer to this cohort include Generation Z, digital natives, and zoomers .
Game-Based Learning (GBL): Learning approach that consists of a type of game play with defined learning outcomes. GBL is designed to balance contents to learn with gameplay, as well as with the ability of the learner/player to understand, retain and apply that content matter to the real world.