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Technology, Knowledge and Learning

, Volume 21, Issue 3, pp 379–399 | Cite as

Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning

  • Maria Meletiou-Mavrotheris
  • Theodosia Prodromou
Original research
First Online:

Abstract

The paper reports the main insights from a study aimed at equipping a group of pre-service teachers with the knowledge, skills, and practical experience required to effectively integrate educational games within the mathematics curriculum. An instructional intervention based on the Technological Pedagogical and Content Knowledge framework was implemented in an undergraduate mathematics methods course attended by thirteen (n = 13) prospective primary teachers. Participants experimented with different ways in which educational games could help students internalize key mathematical concepts across the primary curriculum, and were familiarized with the design principles for constructivist gaming environments. Upon completion of a unit on game-enhanced learning, they worked in small groups to develop and deliver, during their teaching placements, instructional episodes integrating the use of serious games. Findings indicate a positive impact on pre-service teachers’ perceptions regarding game-based learning, and on their competence in selecting, evaluating, and productively utilizing digital games as an instructional tool.

Keywords

Educational games Serious games Game-based learning Game-enhanced learning Pre-service teacher training Teacher professional development 
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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Maria Meletiou-Mavrotheris
    • 1
  • Theodosia Prodromou
    • 2
  1. 1.Department of Education Sciences, School of Arts and Education SciencesEuropean University CyprusNicosiaCyprus
  2. 2.Department of Mathematics Education, School of EducationUniversity of New EnglandArmidaleAustralia

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