Download - Dig games video_games_teachers_q6
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What do we know from research on:
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Key points
• Teachers are interested in Games-Based Learning (GBL) but often lack the necessary skills & knowledge to implement it into their lessons
(slide 3)
• Teachers must be able to locate suitable games through various reliable resources, test them & determine how they can support their teaching (slide 4)
• Teachers’ low gaming literacy is partly explained by their training which usually only focuses on traditional teaching methods. There is a need for teacher training focusing on digital games (slide 5)
• The teachers’ role in debriefing learners is essential to improve students’ learning outcomes (slide 6)
• ‘Third generation educational games’ give an prominent role to teachers and can be very effective in maximizing students’ motivation & learning (slide 7).
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Teachers interest vs. barriers to the uptake of GBL
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Practical skills & knowledge needed by teachers to integrate GBL into their teaching
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The need for basic game literacy training for teachers
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The teachers’ role in debriefing
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Maximizing teachers’ role in GBL so as to maximize students’ engagement & learning
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Further information
For a reference list and full discussion of all academic articles and policy papers used as a basis for this visual presentation, please consult the ‘in depth’ answer associated to this question.
For a summarized text version of the above mentioned ‘in depth’ answer, please consult the ‘in short’ answer associated to this question.