Teacher decisions about educational game integration: the role of subjective value, teacher epistemic beliefs, and research evidence
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F24%3A10489052" target="_blank" >RIV/00216208:11210/24:10489052 - isvavai.cz</a>
Result on the web
<a href="https://doi.org/10.21125/iceri.2024.1815" target="_blank" >https://doi.org/10.21125/iceri.2024.1815</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/iceri.2024.1815" target="_blank" >10.21125/iceri.2024.1815</a>
Alternative languages
Result language
angličtina
Original language name
Teacher decisions about educational game integration: the role of subjective value, teacher epistemic beliefs, and research evidence
Original language description
Game-based learning environments (GBLEs) have the potential to become a valuable addition to classroom education. However, many GBLEs do not rely on robust research evidence supporting their effectiveness, leading to questionable outcomes. Therefore, teachers need to be selective in implementing GBLEs choosing those with supportive research evidence. This study surveyed a sample of preservice teachers (N = 162) from the College of Education at a regional Eastern European University using an online questionnaire that included a video overview of the game Missions with Monty. The game aims to improve 5th graders' reading comprehension and metacomprehension skills in expository science texts. The study investigated the factors influencing the preservice teachers' decisions to implement the game using a survey that measured perceived subjective value and epistemic beliefs about scientific knowledge. Additionally, a randomly selected group of students was exposed to research evidence documenting Missions with Monty as an effective GBLE. Results indicated that the decision by teachers to implement the game in their classrooms was closely related to the perceived subjective value and utility of the game. Moreover, the general perceived value of GBLEs was the strongest predictor of the subjective value and perceived utility of the game. Finally, moderation analyses revealed that exposure to research evidence on the game's effectiveness influenced participants with specific epistemic beliefs about science. The implications of these findings will be further discussed.
Czech name
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Czech description
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Classification
Type
O - Miscellaneous
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
<a href="/en/project/GA24-12123S" target="_blank" >GA24-12123S: Promoting Science Literacy through a Narrative Game Based Learning Environment at Upper Elementary Grade Classrooms</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů