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ERIC Number: EJ944272
Record Type: Journal
Publication Date: 2011-Oct
Pages: 26
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-1059-7069
Training by Gaming: Preparing Teachers of Today for Tomorrow's Learning Environments
Schrader, P. G.; Archambault, Leanna M.; Oh-Young, Conrad
Journal of Technology and Teacher Education, v19 n3 p261-286 Oct 2011
Videogames have become a cultural and commercial phenomenon across the globe. Researchers and educators have been working to understand how to leverage these tools in education. However, there are few training opportunities that focus on the positive attributes of games in education for preservice teachers. This paper describes the preliminary findings associated with training pre-service teachers to use Massively Multiplayer Online Games (MMOGs) in their classrooms. We examine how a simple instructional intervention may emphasize salient, educational attributes of MMOGs (e.g., motivation, reading and literacy, communication, collaboration, exploration, problem solving, and situated activity) and reduce the perceived "curricular cost" of MMOGs. To do so, this research applied a "learning in technology" perspective that describes immersive technology as a medium in which the environment and player become one. Specifically, 13 participants were assessed in terms of their perceptions of games in general, their views about the potential for games in education, their views about the negative consequences of games in education, and their content knowledge about the World of Warcraft. Participants' discussions following the intervention were also analyzed for themes relevant to learning. Implications for teacher preparation are discussed. (Contains 1 figure.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A