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Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively.
Open accessProceedings ArticleDOI
Clara Fernández-Vara, Philip Tan 
03 Nov 2008
12 Citations
Being aware of the connections and the pedagogical potential of professional practices can improve both how we teach and how our students learn how game development works.
The results of the study leads to recommendations to game developers on the features of serious games that need to be built and the need to carefully consider the mechanics and dynamics of a game.
This study indicated as a new contribution to game-based learning where a framework that centering on professional skills and knowledge development is suggested.
The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires.
In this regard, the formation of professional competencies of future game project engineers in higher education institutions at the bachelor's level acquires special knowledge.
Baer (2005), in calling for a new model of learning, says this will require collaboration between educators and game designers to research how games are best aligned with the targeted learning environment and needs.
These findings have implications for teacher professional development with respect to game-based learning and teachers' readiness for 21st century classrooms.