Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

Abstract

Despite their popularity with learners, many K–12 teachers are reluctant to use video games as learning tools. Addressing issues surrounding this reluctance is important since the educational use of video games is supported by learning theory and an emerging research base. Specifically, this study adopts exploratory research as a means to examine the perceptions of preservice teachers before and after using a set of video games as teaching and learning tools. A convenience sampling method was used with 41 preservice teachers. Data collected came from a researcher-developed survey instrument that queried participants’ perceptions of the value of videogames as learning tools. Findings indicated that although a majority agreed that video games can support many specific teaching and learning tasks, many remain skeptical of their value in classroom settings, with many of those participants also doubting their ability to successfully integrate video games into their teaching. In terms of willingness to use video games in their teaching, a small positive change occurred within the group reporting neutrality on the pretest. Given these results, a discussion of issues related to willingness to integrate video games is offered.

Publication Title

Journal of Digital Learning in Teacher Education

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