Chinese Teachers Views on Game-Based Learning in Early Childhood Education: A Case Study
Abstract
institution. Interviews showed diverse perceptions. Teachers saw benefits but faced resource and parental challenges. Practical suggestions and
future research directions were provided.
Keywords
Full Text:
PDFReferences
[1] Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353-
359. https://doi.org/10.1111/1467-9280.00366
[2] Arnab, S., Berta, R., Earp, J., de Freitas, S., Popescu, M., Romero, M., & Usart, M. (2015). Framing the adoption of serious games in
formal education. Electronic Journal of E-Learning, 13(2), 44-55. https://academic-publishing.org/index.php/ejel/article/view/1748
[3] Bai, Z., Pan, W., & Hirumi, A. (2020). Assessing the impact of educational games on student motivation and engagement. Educational
Technology Research and Development, 68(4), 1755-1770. https://doi.org/10.1007/s11423-019-09714-5
[4] Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood programs serving children from birth
through age 8. National Association for the Education of Young Children.
[5] Chen, W., & Looi, C.-K. (2011). Exploring the use of interactive whiteboards in Singapore primary schools: Perspectives from students
and teachers. Computers & Education, 57(3), 1894-1906. https://doi.org/10.1016/j.compedu.2011.04.007
[6] Cheng, K. M. (2011). Chinas policies for educational equality: Orientations and approaches. Frontiers of Education in China, 6, 470-
491. https://doi.org/10.1007/s11516-011-0158-x
[7] Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
[8] De Freitas, S., & Maharg, P. (2011). Digital games and learning: Modelling learning experiences in the digital age. Journal of Computer
Assisted Learning, 27(3), 123-132. https://doi.org/10.1111/j.1365-2729.2010.00474.x
[9] Desimone, L. M. (2009). Improving impact studies of teachers professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
[10] Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Digital Kompetanse, 1(3), 184-213. https://
www.idunn.no/dk/2006/03/art09
[11] Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
[12] Fullan, M. (2007). The new meaning of educational change (4th ed.). Routledge.
[13] Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20. https://
doi.org/10.1145/950566.950595
[14] Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66. https://doi.
org/10.1037/a0034857
[15] Griffiths, M. D. (2002). The educational benefits of videogames. Education and Health, 20(3), 47-51. https://www.researchgate.net/
publication/228656327_The_educational_benefits_of_videogames
[16] Gu, M. Y. (2001). Education in China and abroad: Perspectives from a lifetime. Comparative Education Review, 45(4), 634-637. https://
doi.org/10.1086/447689
[17] Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations
for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
[18] Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
[19] Kafai, Y. B. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games and
Culture, 1(1), 36-40. https://doi.org/10.1177/1555412005281767
[20] Kimmons, R. (2015). Examining TPACK's theoretical future: The need for an epistemological focus. Educational Technology Research
and Development, 63(1), 53-71. https://doi.org/10.1007/s11423-014-9353-0
[21] Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward: Obstacles, opportunities & openness. MIT Press.
[22] Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning:
Known, unknown, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. https://doi.
org/10.3102/0034654307309921
[23] Li, S., & Pow, J. (2011). Affordance of educational technology in language learning: A case study of secondary schools in China. Journal
of Educational Technology Development and Exchange (JETDE), 4(1), 1-20. https://doi.org/10.18785/jetde.0401.01
[24] Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
[25] Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
[26] Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533
[27] Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
[28] Shaffer, D. W. (2006). How computer games help children learn. Palgrave Macmillan.
[29] Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Prentice-Hall.
[30] Stake, R. E. (1995). The art of case study research. SAGE Publications.
[31] Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
[32] Sun, H., & Hu, Z. (2020). Incorporating Vygotskian principles in Chinese educational games: Enhancing cognitive and social learning.
Journal of Interactive Learning Research, 31(4), 465-483. https://www.learntechlib.org/primary/p/217655/
[33] Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
[34] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
DOI: http://dx.doi.org/10.70711/eer.v2i7.5856
Refbacks
- There are currently no refbacks.
