Video Game Project Annotated Bibliography

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Annotated Bibliography Buckenmeyer, J. A. (2010). Beyond Computers in the Classroom: Factors Related to Technology Adoption to Enhance Teaching and Learning. Contemporary Issues in Education Research, 3(4) , 27-36. https://www.proquest.com/scholarly-journals/beyond-computers-classroom-factors- related/docview/1773230919/se-2 This article seeks to explore the conditions affecting the adoption of technology into classrooms and it examines teachers’ attitudes toward technology. The research was conducted with teachers who participated in a professional development program that taught educational technology. The participants consisted of certified teachers and school support staff. A survey was administered to participants in a Likert Scale format. This survey aimed to measure the availability of technology resources, attitudes in regard to technology use, and the impact of professional development programs. The results of this study found that the main factors impacting the adoption of technology are professional support, additional time to learn technology and attitude toward technology. The main relevance that this serves to our research is the emphasis on each need that hinders teachers from adopting technology in the classroom. We can take these into consideration as we dive deeper into research. Chen, S., Zhang, S., Grace, Y. Q., & Yang, J. (2020). Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning. Journal of Educational Technology & Society, 23(2 ) https://www.proquest.com/scholarly-journals/games-literacy-teacher-education- towards/docview/2515019460/se-2 The present study aims to explore games literacy and its ability to help teachers in integrating GBL that accommodates their students’ needs and meets their expectations. In formulating this research, Chen (2020) posed two research questions: “What are the essential capacities in games

literacy for teachers informed by GBL? “What are the most important capabilities in games literacy that teachers need to prioritize in the implementation of GBL?” (Chen, 2020, p.78) To conduct this research, teachers and researchers were recruited to participate in semi-structured interviews. In the review of the literature, Chen (2020) aimed to examine any missing relevance of the keyword “Games Literacy in indexed SSCI and AHCI journals. An online survey was then distributed to experienced teachers and researchers who attended a Game-Based Teaching Class. The main purpose of this survey was to use factor analysis and utilize the dimensionality reduction method to make game literacy education more logical. It also emphasizes important factors that impact teachers’ abilities to develop a game-based curriculum. Kenny, R. F., & McDaniel, R. (2011). The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology , 42(2) , 197-213. https://doi.org/10.1111/j.1467-8535.2009.01007.x The main aim of the present study was to identify factors and barriers that hinder teachers from incorporating educational technology into their classrooms. In formulating this research, the researchers hypothesized that factors affecting effective educational technology adoption include a lack of organization, poor professional development, and complicated new technology. Researchers recruited undergraduate preservice teachers to participate in this study. The instrumentation that was utilized consisted of the Video Game Preference Inventory. The test was administered in the form of a 10-question survey graded on a 10-point Likert Scale. One primary finding of this study was that undergraduate preservice teachers show an overall positive attitude toward GBL. This study emphasizes specific factors that hinder technology adoption for teachers. This is relevant because it can help us identify many other teachers may have in GBL.

Palha, S., & Matić, L. J. (2023). Predisposition of In-Service Teachers to Use Game-Based Pedagogy: EJEL. Electronic Journal of E-Learning , 21(4) , 286-298. https://doi.org/10.34190/ejel.21.4.3135 This study aims to examine the experiences of teachers and their attitudes towards GBL as a teaching method. While conducting this research, researchers hypothesized that “in-service teachers with less or more DGBL experience will view DGBL implementation differently and will have different concerns regarding aspects of the learning environment (Palha, 2023, p.287). To conduct this research, Palha (2023) recruited in-service teachers enrolled in a graduate-level math education course to participate in an online survey. The survey’s purpose was to help researchers learn more about teachers’ knowledge of GBL. The main findings of this research were that the main factors that impact GBL integration for teachers are a lack of resources, difficulty with classroom management, and a lack of knowledge. This study is relevant to our research because it utilizes the perceptions of teachers to emphasize barriers to technology adoption. Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher Candidate Responses to Digital Games: 21st-Century Skills Development. Journal of Research on Technology in Education, 42(4), 409- 425. The purpose of this study is to determine the motivation of digital game-based instruction and examine the attitudes of preservice teachers to the game-based instructional framework. Sardone (2010) utilized a mixed-methods research design in conducting this research. Participants consisted of undergraduate secondary education students studying various fields such as Spanish, Art, and History. Elements that were considered in this study included motivating factors, playability, and manageability of leading games. After candidates were provided with games to

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select from and chose games, they found appropriate for secondary education, they played games on their own and filled out a Game Review Form. The main findings of this study were that after playing 20 games, participants found 14 to be useful to teach students and build their 21 st -Century skills. The relevance this has to our research is that it utilizes the perceptions of preservice teachers to examine their attitudes toward GBL.

References Buckenmeyer, J. A. (2010). Beyond Computers in the Classroom: Factors Related to Technology Adoption to Enhance Teaching and Learning. Contemporary Issues in Education Research , 3(4) , 27-36. https://www.proquest.com/scholarly-journals/beyond-computers- classroom-factors-related/docview/1773230919/se-2 Chen, S., Zhang, S., Grace, Y. Q., & Yang, J. (2020). Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning. Journal of Educational Technology & Society, 23(2 ) https://www.proquest.com/scholarly-journals/games- literacy-teacher-education-towards/docview/2515019460/se-2 Kenny, R. F., & McDaniel, R. (2011). The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology , 42(2) , 197-213. https://doi.org/10.1111/j.1467- 8535.2009.01007.x Palha, S., & Matić, L. J. (2023). Predisposition of In-Service Teachers to Use Game-Based Pedagogy: EJEL. Electronic Journal of E-Learning , 21(4) , 286-298. https://doi.org/10.34190/ejel.21.4.3135 Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher Candidate Responses to Digital Games: 21st-Century Skills Development. Journal of Research on Technology in Education, 42(4), 409-425.

Video Game Project Annotated Bibliography

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