Digital games from teachers’ point of view. A didactic experience in Catalan Primary classrooms
Abstract This article presents a didactic experience for applying a digital game in Catalan classrooms of grades fifth and sixth of Primary Education. It explains and analyzes the effects of its implementation on the educational practice, taking the teachers’ viewpoint who participated in the experience. The paper is based on the digital game called Miquel Crusafont, a digital game supported by Generalitat de Catalunya. The study tries to understand the sense that such methodological innovation made for the selected group of eleven primary school teachers –of ages 24 to 52–. Interviews were done in order to see the teacher’s behaviours and to know their point of view. The results pointed that the teachers appreciated the potentiality of the digital game to develop diverse Math skills and encourage some collaborative learning activities. They also identified difficulties that obstructed the use of a digital game in classrooms: lack of time in the curriculum and some games in the market are not appropriate to teach or they do not have a user’s guide showing all the potentiality of the game.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
BONK, C., & DENNEN, V. (2005). Massive multiplayer online gaming a research framework for military training and education. Washington, D.C.: Office of the Under Secretary of Defense (Personnel and Readiness), Readiness and Training Directorat, Advanced Distributed Learning (ADL) Initiative.
http://dx.doi.org/10.1037/e448112006-001
COROMINA, J., TEBEROSKY, A., & BARBERÀ, E. (2012, July 1). L’Ús de les eines digitals 2.0 en L’educació primària a Barcelona. Retrieved January 13, 2015, from http://openaccess.uoc.edu/webapps/o2/bitstream/10609/31141/1/OED_Informe_eines_digitals_20_educacio_primaria-1.pdf
FLAVELL, J. (1983). Cognitive Development (4th ed.). New York: Wiley.
FULLER, M. & JENKINGS, H. (1995). Nintendo and New World Travel Writing: a Dialogue. Thousand Oaks Sage Publications.
HIGGINS, E., GRANT, H., & SHAH, J. (1999). Self Regulation and quality of life: Emotional and nonemotional life experiences. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 244-266). New York: Russell Sage Foundation.
KEARNEY, C. (2011). European Schoolnet’s Games in Schools Study: The Current State of Play in European Schools and the Game Ahead. In F. Patrick (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches (pp. 51- 73). Hershey: IGI Global.
http://dx.doi.org/10.4018/978-1-60960-495-0.ch003
KHAN, K., RIET, G., GLANVILLE, J., SOWDEN, A., & KLEIJNEN, J. (2001). Undertaking systematic reviews of research on effectiveness: CRD’s guidance for those carrying out or commissioning reviews (2nd ed.). York, England: Centre for Reviews and Dissemination, University of York.
KIRRIEMUIR, J., & MCFARLANE, A. (2004, January 1). Literature review in games and learning. Retrieved May 2, 2010, from http://www.futurelab.org.uk/download/pdfs/research/lit_reviews/Games_Review1
KENNY, R., & 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.
http://dx.doi.org/10.1111/j.1467-8535.2009.01007.x
MITCHELL, A., & SAVILL-SMITH, C. (2004). The use of computer and video games for learning: A review of the literature. London: Learning and Skills Development Agency.
PERROTTA, C., FEATHERSTONE, G., ASTON, H., & HOUGHTON, E. (2013). Games-based Learning: Latest Evidence and Future Directions. Slough: NFER.
PARIS, S., LIPSON, M., & WIXSON, K. (1983). Becoming a Strategic Reader. Contemporary Educational Psychology, 8, 293-316.
http://dx.doi.org/10.1016/0361-476X(83)90018-8
VYGOTSKY, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.
WU, B., & WANG, A. (2012). A Guideline for Game Development-Based Learning: A Literature Review. International Journal of Computer Games Technology, 1-20. Retrieved February 5, 2015, from http://www.hindawi.com/journals/ijcgt/2012/103710
http://dx.doi.org/10.1155/2012/494232
http://dx.doi.org/10.1037/e448112006-001
COROMINA, J., TEBEROSKY, A., & BARBERÀ, E. (2012, July 1). L’Ús de les eines digitals 2.0 en L’educació primària a Barcelona. Retrieved January 13, 2015, from http://openaccess.uoc.edu/webapps/o2/bitstream/10609/31141/1/OED_Informe_eines_digitals_20_educacio_primaria-1.pdf
FLAVELL, J. (1983). Cognitive Development (4th ed.). New York: Wiley.
FULLER, M. & JENKINGS, H. (1995). Nintendo and New World Travel Writing: a Dialogue. Thousand Oaks Sage Publications.
HIGGINS, E., GRANT, H., & SHAH, J. (1999). Self Regulation and quality of life: Emotional and nonemotional life experiences. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 244-266). New York: Russell Sage Foundation.
KEARNEY, C. (2011). European Schoolnet’s Games in Schools Study: The Current State of Play in European Schools and the Game Ahead. In F. Patrick (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches (pp. 51- 73). Hershey: IGI Global.
http://dx.doi.org/10.4018/978-1-60960-495-0.ch003
KHAN, K., RIET, G., GLANVILLE, J., SOWDEN, A., & KLEIJNEN, J. (2001). Undertaking systematic reviews of research on effectiveness: CRD’s guidance for those carrying out or commissioning reviews (2nd ed.). York, England: Centre for Reviews and Dissemination, University of York.
KIRRIEMUIR, J., & MCFARLANE, A. (2004, January 1). Literature review in games and learning. Retrieved May 2, 2010, from http://www.futurelab.org.uk/download/pdfs/research/lit_reviews/Games_Review1
KENNY, R., & 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.
http://dx.doi.org/10.1111/j.1467-8535.2009.01007.x
MITCHELL, A., & SAVILL-SMITH, C. (2004). The use of computer and video games for learning: A review of the literature. London: Learning and Skills Development Agency.
PERROTTA, C., FEATHERSTONE, G., ASTON, H., & HOUGHTON, E. (2013). Games-based Learning: Latest Evidence and Future Directions. Slough: NFER.
PARIS, S., LIPSON, M., & WIXSON, K. (1983). Becoming a Strategic Reader. Contemporary Educational Psychology, 8, 293-316.
http://dx.doi.org/10.1016/0361-476X(83)90018-8
VYGOTSKY, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.
WU, B., & WANG, A. (2012). A Guideline for Game Development-Based Learning: A Literature Review. International Journal of Computer Games Technology, 1-20. Retrieved February 5, 2015, from http://www.hindawi.com/journals/ijcgt/2012/103710
http://dx.doi.org/10.1155/2012/494232
Eguia-Gómez, J. L., Contreras-Espinosa, R., & Solano-Albajes, L. (2015). Digital games from teachers’ point of view. A didactic experience in Catalan Primary classrooms. Education in The Knowledge Society, 16(2), 31–48. https://doi.org/10.14201/eks20151623148
Downloads
Download data is not yet available.
Publication Facts
Metric
This article
Other articles
Peer reviewers
0
2.4
Reviewer profiles N/A
Author statements
Author statements
This article
Other articles
Data availability
N/A
16%
External funding
N/A
32%
Competing interests
N/A
11%
Metric
This journal
Other journals
Articles accepted
21%
33%
Days to publication
145
145
Indexed in
-
—
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Ediciones Universidad de Salamanca
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
+
−