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The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter?

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Abstract

Previous studies have suggested that understanding the relationships and developmental paths among TPACK constructs plays a crucial role in teachers’ TPACK development process. Researchers (Chai et al., Edu Technol Soc 13(4):63–73, 2010) have found that technological knowledge, pedagogical knowledge, and content knowledge are all significant predictors of pre-service teachers’ TPACK. Thus, one of the major concerns that educators may have is, which type of knowledge should come first in an educational technology course in order to enhance the participants’ TPACK. This study was conducted to examine the effects of the technology- and pedagogy-oriented course design on improving in-service preschool teachers’ technological pedagogical content knowledge-Games (TPACK-G) as well as their acceptance of digital game-based learning. The participants were 49 in-service preschool teachers. They were assigned into a technology- and a pedagogy-oriented group. The results show that when integrating the TPACK-G framework into the preschool context, teachers who were taught with game knowledge first tended to have higher competencies in game knowledge and game pedagogical content knowledge than those who were first instructed with game pedagogical knowledge.

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Acknowledgments

Funding of this research work was supported by the Ministry of Science and Technology, Taiwan, under grant number MOST 103-2511-S-011-004-MY2, MOST 103-2511-S-020-001-MY3, NSC 101-2628-S-011-001-MY3, and NSC 102-2511-S-020-001.

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Authors and Affiliations

  1. Department of Child Care, National Pingtung University of Science and Technology, #1, Shuefu Road, Neipu, Pingtung, 912, Taiwan

    Chung-Yuan Hsu

  2. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd, Taipei, 106, Taiwan

    Jyh-Chong Liang

  3. Asia-Pacific Institute of Creativity Technology, #110, XueFu Rd, Toufen, Miaoli, 351, Taiwan

    Yi-Ching Su

Authors
  1. Chung-Yuan Hsu
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  2. Jyh-Chong Liang
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  3. Yi-Ching Su
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Correspondence to Jyh-Chong Liang.

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Hsu, CY., Liang, JC. & Su, YC. The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter?. Asia-Pacific Edu Res 24, 463–470 (2015). https://doi.org/10.1007/s40299-014-0221-2

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