Design and Evaluation of Play-based Learning Game Literacy Training Course
碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 102 === This study developed a play-based learning game literacy course for pre-service science teachers and evaluated how this play-based course affects pre-service science teachers’ conceptions of learning games and their possible usages in their future teaching. A...
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| Format: | Others |
| Language: | zh-TW |
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2014
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| Online Access: | http://ndltd.ncl.edu.tw/handle/hr83k3 |
| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 102 === This study developed a play-based learning game literacy course for pre-service science teachers and evaluated how this play-based course affects pre-service science teachers’ conceptions of learning games and their possible usages in their future teaching.
A checklist for selecting appropriate science learning games was developed. A guide book was also edited to guide participants to follow the pre-designed course of training.
Eighteen pre-service science teachers at a public university’s teacher education program participated an eight hour play-based training. Participants’ perceptions of learning games and their usages were surveyed before and after the course. Class discussions were audio recorded and later transcribed into texts for analyzing their reactions and conceptions of learning games. The pre-post difference of participants’ conceptions toward learning games were examined to understand their changes in the perceptions of learning games.
The results suggested that after the play-based learning game course, pre-service science teachers have better understanding of the features of learning games and their intentions to use learning games in their future teaching are getting stronger. It is also suggested that the play-based approach is one of the possible ways for developing learning game literacy courses.
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