Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teacher Attitudes Toward Game-based Learning in History Education
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2017 (English)In: International Journal of Information and Communication Technologies in Education, ISSN 1805-3726, Vol. 6, no 4, p. 27-35Article in journal (Refereed) Published
Abstract [en]

Game-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.

Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.

Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

Place, publisher, year, edition, pages
2017. Vol. 6, no 4, p. 27-35
Keywords [en]
Game-based learning, GBL, History education, Digital games, Tangential learning 1
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-153747DOI: 10.1515/ijicte-2017-0017OAI: oai:DiVA.org:su-153747DiVA, id: diva2:1188016
Available from: 2018-03-06 Created: 2018-03-06 Last updated: 2018-03-06Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Hellerstedt, Andreas
By organisation
Department of Computer and Systems Sciences
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 5 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf