Preservice teachers’ perceptions on digital game-based learning in elementary English language arts
Abstrak
Abstract Scholarship on digital game-based learning (DGBL) demonstrates that digital games can facilitate substantial student learning across disciplines. Teachers’ perceptions impact classroom integration of technology and understanding their views on DGBL can help teacher educators and researchers identify opportunities for and barriers to classroom integration. Existing scholarship on DGBL has largely focused on the perceptions and experiences of in-service teachers. Limited research has examined the perspectives on preservice elementary teachers. This study investigated the perceptions and ideas of 100 preservice elementary teachers attending a large research university in the Midwestern United States. Participant data included their ideas for integrating DGBL activities into literacy instruction and written reflections on their general thoughts and perceived strengths and concerns of utilizing DGBL in the elementary language arts classroom. Data was qualitatively analyzed and identified themes that demonstrate opportunities, benefits, and challenges of DGBL in elementary literacy. Implications for teachers and teacher education are presented.
Penulis (3)
Sam von Gillern
Hillary Gould
Luis Pérez Cortés
Akses Cepat
PDF tidak tersedia langsung
Cek di sumber asli →- Tahun Terbit
- 2025
- Bahasa
- en
- Total Sitasi
- 1×
- Sumber Database
- Semantic Scholar
- DOI
- 10.1080/21532974.2025.2540638
- Akses
- Open Access ✓