Abstract
Digital games have become increasingly popular. However, many teachers may not have relevant knowledge and experience of designing and implementing digital game-based teaching in formal classrooms. This study proposed a collaborative design approach to facilitate pre-service teachers’ abilities of designing for learning with a digital game. To evaluate the effects of the proposed approach, a quasi-experiment was carried out at a teachers’ university in Eastern China. This study was implemented in a Fall 2019 educational development course, a total of 100 pre-service teachers from two intact classes participated in it. It is found that the approach is effective in helping the students design digital games-based learning activities. Additionally, the experimental group students developed more constructivist views of game-based teaching practices. It is concluded that engaging pre-service teachers in design, implementation and reflection of innovative technologies-enhanced learning practices is imaginable for our mission of bring children to a cheerful and harvesting journey in classroom.
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Funding
This research is financially supported by the Croucher Chinese Visitorships 2019-20 of the Croucher Foundation, Hong Kong SAR; and the Educational Science Development Program of Zhejiang Province (NO. 2020SCG030).
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Qing-Ke Fu, Di Zou and Haoran Xie. Project administration were performed by Haoran Xie, Di Zou and Gary Cheng. Methodology and supervision were performed Gwo-Jen Hwang and Gary Cheng. The first draft of the manuscript was written by Qing-Ke Fu and Di Zou. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Fu, QK., Zou, D., Xie, H. et al. Effects of a collaborative design approach on pre-service teachers’ ability of designing for learning with a digital game. Educ Inf Technol 27, 5641–5664 (2022). https://doi.org/10.1007/s10639-021-10818-3
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DOI: https://doi.org/10.1007/s10639-021-10818-3