Abstract:

Game-based learning can support effective pedagogical approaches that can only enter schools if teachers are on-board with it, and are given the necessary time, training and tools. This research examines teachers’ perceptions about educational games and game design, collected during a continuous professional development course.

Participants are elementary and middle school teachers from a group of schools located in the northern region of Portugal. Twenty teachers registered initially for the course, eleven of which finished the training program. Data from pre-and post-surveys’ written responses is analysed using descriptive statistics. The study investigates teachers’ familiarity with video games, attitudes toward game-based learning, and perceptions in terms of technological, pedagogical and content knowledge.

Lack of technological knowledge and resources, as well as insufficient time, are the most common barriers perceived by teachers, limiting the implementation of game-based learning approaches in schools. The training course impacted positively teachers’ self-confidence in technological knowledge and technological pedagogical knowledge.

The data collected is relevant to guide the design of training programs and strategies to support and scaffold teachers’ knowledge and practical application of game-based learning.

Keywords:

Game-based Learning, Teacher Training, TPACK, Teacher Perceptions, Educational Games.