Engaging Preservice Teachers in the Design of Digital Breakout Games in an Educational Technology Course
Engaging Preservice Teachers in the Design of Digital Breakout Games in an Educational Technology Course
By Lauren Weisberg, Kara Dawson and Nancy Fichtman Dana
Abstract
“Educators have recently begun using digital breakout games as an instructional strategy in K–12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed digital breakout games for the secondary curriculum. By conducting a basic qualitative analysis, we found that digital breakout game design promoted skills, competencies, and perspectives in support of preservice teachers’ future practice such as TPACK development, 21st-century learning, and positive technology integration perceptions and intentions. We provide evidence and implications for these findings, as well as opportunities for further research. (Keywords: breakout game, escape room, digital breakout game, preservice teachers, escape game, teacher education, game-based learning, educational technology).”
Reference
Weisberg, L., Dawson, K., & Dana, N. F. (2022). Engaging preservice teachers in the design of Digital Breakout Games in an Educational Technology course. Journal of Digital Learning in Teacher Education, 1–18. https://doi.org/10.1080/21532974.2022.2038738 https://www.tandfonline.com/doi/abs/10.1080/21532974.2022.2038738
Keyword
Educational technology, design, digital breakout games, engaging, teachers, research