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dc.contributor.authorPrestridge, Sarah
dc.contributor.editorBeavis, C
dc.contributor.editorDezuanni, M
dc.contributor.editorOMara, J
dc.date.accessioned2018-10-12T01:32:56Z
dc.date.available2018-10-12T01:32:56Z
dc.date.issued2017
dc.identifier.isbn978-1-138-68940-4
dc.identifier.doi10.4324/9781315537658
dc.identifier.urihttp://hdl.handle.net/10072/352540
dc.description.abstractThis chapter will explore the relationship between teachers’ beliefs about the use of digital games in the classroom, their choice of digital games and the pedagogical practices they use to implement digital games. A number of factors have previously been demonstrated to influence teachers’ use of games, including student motivation; social growth such as teamwork, communication and self-regulation; and cognitive gains in problem solving, content understanding and procedural knowledge (Garris et al. 2002; O’Neil et al. 2005; Pozo 2008; Lacasa 2011). What a teacher thinks or believes the use of a digital game can achieve, such as these social and intellectual benefits, can influence and shape how digital games are ‘played’ by the students in their classrooms. This chapter will focus on why and how teachers use games and the effect this has on their own perceptions of who they are as teachers in the twenty-first century.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleSerious Play: Literacy, Learning and Digital Games
dc.relation.ispartofchapter6
dc.relation.ispartofpagefrom87
dc.relation.ispartofpageto101
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.titleThe Non-Gamer teacher, the quiz and Pop teacher and the Kinect teacher
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorPrestridge, Sarah J.


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