Teacher decisions about educational game integration: the role of subjective value, teacher epistemic beliefs, and research evidence

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Teacher decisions about educational game integration: the role of subjective value, teacher epistemic beliefs, and research evidence

Popis výsledku v původním jazyce

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&apos; reading comprehension and metacomprehension skills in expository science texts. The study investigated the factors influencing the preservice teachers&apos; 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&apos;s effectiveness influenced participants with specific epistemic beliefs about science. The implications of these findings will be further discussed.

Název v anglickém jazyce

Teacher decisions about educational game integration: the role of subjective value, teacher epistemic beliefs, and research evidence

Popis výsledku anglicky

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&apos; reading comprehension and metacomprehension skills in expository science texts. The study investigated the factors influencing the preservice teachers&apos; 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&apos;s effectiveness influenced participants with specific epistemic beliefs about science. The implications of these findings will be further discussed.

Druh

O - Ostatní výsledky

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA24-12123S" target="_blank" >GA24-12123S: Podpora přírodovědné gramotnosti prostřednictvím výukového prostředí založeného na narativních výukových hrách pro žáky prvího stupně základních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů