Pozo Juan-Ignacio, Cabellos Beatriz, Sánchez Daniel L
Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Iván Pavlov, 6, 28049, Madrid, Spain.
Heliyon. 2022 Jun 26;8(6):e09798. doi: 10.1016/j.heliyon.2022.e09798. eCollection 2022 Jun.
Although video games are increasing their presence in teens/children's private entertainment and there is ample evidence to support their educational possibilities, they are seldom introduced in classrooms. One of the least studied factors relative to the insertion of video games in curricula is teachers' conceptions on their effectiveness to foster learning. In this study, we investigate how teachers conceive of the educational usage of video games, considering their reported value and which video game dimensions are reflected to be of importance, as well as personal traits linked to them (gender, educational level, area of knowledge, teaching experience, behavioral intention ...). We designed a Likert questionnaire with three main dimensions: pragmatic play, epistemic play, and learning outcomes (verbal information, skills, and attitudes). 595 Spanish teachers answered the questionnaire online. We applied ANOVA and multiple regression techniques, which revealed a broad acceptance of video games as educational media. The most relevant analyzed factors turned out to be the intention to use video games in classrooms, and the private use of video games. Teachers believe that video games promote more learning when played with an epistemic goal, mediated by scaffolding and especially under the teacher's guidance, compared to pragmatic play related to completion and success in the game. They also consider video games to mainly promote verbal information learning, procedural learning, and finally attitude learning, with the latter being less probable. We suggest the need to strengthen not only teacher training programs in the educational use of video games but also research on relationships between teachers' beliefs and practices in order to convert these favorable beliefs into actual real practices.
尽管电子游戏在青少年/儿童的私人娱乐中越来越普遍，并且有充分证据支持其教育潜力，但它们很少被引入课堂。与将电子游戏纳入课程相关的研究最少的因素之一是教师对其促进学习效果的看法。在本研究中，我们调查教师如何看待电子游戏的教育用途，考虑他们所报告的价值以及哪些电子游戏维度被认为是重要的，以及与之相关的个人特质（性别、教育水平、知识领域、教学经验、行为意图……）。我们设计了一份李克特问卷，包含三个主要维度：实用游戏、认知游戏和学习成果（言语信息、技能和态度）。595名西班牙教师在线回答了问卷。我们应用了方差分析和多元回归技术，结果显示电子游戏作为教育媒介得到了广泛认可。分析得出的最相关因素是在课堂上使用电子游戏的意图以及电子游戏的私人使用情况。教师们认为，与以游戏通关和成功为目的的实用游戏相比，当以认知目标玩电子游戏时，在支架辅助下，尤其是在教师指导下，电子游戏能促进更多学习。他们还认为电子游戏主要促进言语信息学习、程序学习，最后是态度学习，而态度学习的可能性较小。我们建议不仅需要加强教师在电子游戏教育用途方面的培训项目，还需要加强关于教师信念与实践之间关系的研究，以便将这些有利信念转化为实际的真实实践。
