Abstract
Digital game-based learning (DGBL) is a pedagogical approach employed in educational contexts, wherein digital games are utilised to effectively attain specific learning outcomes. For teacher professional programmes to develop appropriate curricula on DGBL pedagogy, it is important to understand how teachers currently use DGBL in their teaching practice and what kind of education they need. This study adds to existing knowledge by conducting a survey among 38 in-service mathematics teachers. The findings show that teachers’ use of DGBL is mostly limited to planning pedagogical activity and offer insight into teachers’ preferences for the form and content of education.
| Original language | English |
|---|---|
| Pages (from-to) | 431-444 |
| Journal | Technology, Pedagogy and Education |
| Volume | 34 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2025 |
Funding
This study was supported in part by funding from the Netherlands Initiative for Education Research (NRO), The Comenius programme Teaching Fellows 2022, project nr. 40.5.22865.176. The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency. Nationaal Regieorgaan Onderwijsonderzoek [Comenius Program Teaching Fellows].
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