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ERIC Number: ED547749
Record Type: Non-Journal
Publication Date: 2012
Pages: 92
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7543-5
Perceptions of Pre-Service Teachers of Using Video Games as Teaching Tools
Bensiger, Joy
ProQuest LLC, Ed.D. Dissertation, University of Cincinnati
Teachers' beliefs and perceptions are very critical to the integration of video games in the classrooms. This study was conducted to investigate the perceptions of pre-service teachers in using video games as one of their teaching tools. Along with this initial purpose, the intent was to understand the anticipated barriers involved in integrating video games into the learning environment. A web-based online survey with 50 items was prepared and sent via email using a listserv along with a detailed cover letter and information sheet that explained the research protocol. The results were analyzed using both descriptive and inferential statistics to answer the research questions. This study specifically investigated the following questions: (1) What experience do pre-service teachers have with video games? (2) Do pre-service teachers believe that the use of video games will enhance learning? (3) What barriers, if any, do pre-service teachers foresee in the integration of video games? (4) If provided opportunities, would teachers be willing to integrate video games in their learning environment? Findings from this study indicated that pre-service teachers believe that they have positive experiences playing video games, although they did not play video games on a daily basis. Further, most of the pre-service teachers believed that integration of video games in their classrooms would help their students develop social and academic skills. However, they responded that finding the appropriate educational video games, technical assistance in installation, and the cost of purchasing video games are barriers in the integration of video games. If provided opportunities, however, pre-service teachers expressed that they would be comfortable in integrating video games in their curriculum with the help of school administrators. To implement such technology, it is recommended that pre-service teachers be provided with adequate training in choosing the appropriate video games and how such technology would enhance learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A