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ERIC Number: EJ1125881
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1436-4522
Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games
Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong
Educational Technology & Society, v20 n1 p134-143 2017
Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA analyses were used to examine the differences due to their demographic backgrounds. Correlation and regression analyses were used to examine the predicting variables of the teachers' GPCK. The results showed that, among the factors of GTBS and TPACK-G, GPK plays the most critical role in predicting GPCK. In addition, the elementary school teachers had stronger Belief, Confidence and Motivation for using game-based teaching approaches, and had higher GPK and GPCK than middle school teachers. A gender difference only existed in GK. Younger teachers had better GK and GCK than older teachers. Compared with experienced teachers, novice teachers tended to believe that digital games can assist learning and instruction, and perceived higher self-efficacy in their TPACK-G.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A