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Game-Based Learning in Professional Development for Practicing Educators: A Review of the Literature

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Abstract

Many game-based learning (GBL) researchers working in K-12 educational settings have supported the incorporation of gaming technologies into classroom practice, but little has been communicated about the effect of incorporating GBL into practicing K-12 educators’ professional development. This review is a critical appraisal of the quantity and scope of knowledge published on this topic to answer two questions: to what extent does research support incorporating GBL into K-12 staff development sessions to improve practicing teacher perceptions of the value of GBL; and, to what extent does research support incorporating GBL into K-12 staff development sessions as a method of increasing the adoption of GBL in the classroom? Current themes in GBL research with practicing teachers are presented. The author suggests that, while this is a valued line of study that many scholars insist be expanded, the directions in which it has proceeded thus far are very limited in scope.

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Authors and Affiliations

  1. University of Wyoming Extension – Communications and Technology, 1000 E. University Ave., #3354, Laramie, WY, 82071, USA

    Tamara R. Meredith

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  1. Tamara R. Meredith
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Correspondence to Tamara R. Meredith.

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The authors declare that they have no conflict of interest.

Appendix A

Appendix A

Table 4 Results of studies review
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Meredith, T.R. Game-Based Learning in Professional Development for Practicing Educators: A Review of the Literature. TechTrends 60, 496–502 (2016). https://doi.org/10.1007/s11528-016-0107-7

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  • DOI: https://doi.org/10.1007/s11528-016-0107-7

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