The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers

The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers

The Role of Educators in Digital Game-Based Learning: Exploring the Perceptions of Secondary American History Teachers

By Joseph Daniel Eckenroth

Abstract

“Digital game-based learning (DGBL) has been widely researched and recognized for its benefits to learners, including increased motivation, engagement, student achievement, and more (Romero et al., 2015; Connolly et al., 2012; Perrotta et al., 2013). However, DGBL hasn’t been widely adopted in classrooms across the country and its benefits are not being maximized, particularly in American history classrooms. Viewed through the lens of constructivism, a qualitative case study was conducted in which six secondary American history teachers were interviewed about their perceptions of their role in the implementation of DGBL. They described their perceptions of catalysts of and barriers to implementation of DGBL. After conducting an iterative data analysis, five major themes addressing the role of teachers emerged including the role of facilitator, monitor, player, troubleshooter, and modeler. Four major themes emerged indicating perceived catalysts and barriers to implementing DGBL, including proactive versus reactive, clear purpose versus vague purpose, clear instructions versus limited instructions, and student-driven versus teacher-driver. The results of this study could be used to help educators more successfully implement DGBL in their classrooms and avoid or overcome the barriers to implementing DGBL so that the benefits associated with DGBL can be maximized for students.”

Reference

Eckenroth, J. D. (2021). The role of educators in Digital game-based Learning: Exploring the perceptions of Secondary American history teachers (Doctoral dissertation, Wilkes University) (pp. 1-135). ProQuest Dissertations Publishing. doi:28414379 https://www.proquest.com/docview/2514706082

Keyword

Game, education, research