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Serious Games and Edutainment Applications pp 649–674Cite as

The Role of the Teacher in Game-Based Learning: A Review and Outlook

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Abstract

This chapter looks at the role of the teacher in game-based learning to contribute to current understanding of the agentive role of the teacher in game-based learning. There is a current trend to use digital games as tool to engage students and to enhance the learning experience in the classroom; the game-based learning discussion mainly focused on how to empower students in the classroom. Thus, the objective of this chapter is to address the role of the teacher and the most dominant obstacles in game-based learning and teaching. The chapter will illuminate and review the multiple roles the teacher currently performs in game-based learning. Moreover, this chapter will draw on Goffman’s frame analysis and teacher agency to demonstrate the implications when digital games are situated in an educational context. The chapter contends that instead of seeing the role of game-based learning to motivate and engage students, games should be viewed as an opportunity to teacher learning and empowerment, giving teachers a sense of ownership of game-based teaching and learning.

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Authors and Affiliations

  1. University of Helsinki, Helsinki, Finland

    Gerhard Molin

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  1. Gerhard Molin
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Correspondence to Gerhard Molin .

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Editors and Affiliations

  1. School of Art, Design and Architecture, University of Huddersfield, Huddersfield, United Kingdom

    Minhua Ma

  2. College of Science and Technology, Nottingham Trent University, Nottingham, United Kingdom

    Andreas Oikonomou

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Molin, G. (2017). The Role of the Teacher in Game-Based Learning: A Review and Outlook. In: Ma, M., Oikonomou, A. (eds) Serious Games and Edutainment Applications . Springer, Cham. https://doi.org/10.1007/978-3-319-51645-5_28

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  • DOI: https://doi.org/10.1007/978-3-319-51645-5_28

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