Empowering teachers towards efficacious adoption of game-based learning

Abstract

Recurring barriers and lack of empirical knowledge about the pedagogical nature of teaching with games deter teachers from effectively adopting game-based learning in classrooms. In this paper, we present an in-service teacher’s insights from implementing the Play Curricular activity Reflection and Discussion (PCaRD) model for game-based learning. PCaRD was employed using RollerCoaster Tycoon 3 to teach 5th and 6th grade students about systems thinking in a private K-8 school from January to April 2012. Data sources included interviews, in-class participant and video observations, and after-class teacher-researcher reflective meetings. We report on the teacher’s comprehension of PCaRD as a pedagogical guide and RCT3 as a curricular tool for teaching systems thinking. Conclusions and implications are discussed for teaching with games using the Game-Network Analysis for Teachers (GaNA-T).