Turkish Prospective Teachers' Perceptions Regarding the Use of Computer Games with Educational Features

  • Can G
  • Cagiltay K
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1.308?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. ABSTRACT Teachers' perceptions are critical to the success or failure of integrating computer games with educational features into classrooms. Consequently, it is essential to gather information about concerns they might have in regard to using these games in the classroom. This study was conducted to investigate the perceptions and future plans of a group of prospective computer teachers in Turkey. One-hundred sixteen students, from four different universities' Computer Education and Instructional Technology (CEIT) departments, participated in this study. The results of the study reveal that the prospective computer teachers who participated have positive perceptions regarding the use of computer games with educational features in education. Moreover, most of the participants plan to use such games in their future professions, according to their responses. However, some of the participants have doubts, especially concerning the issues of classroom management and the educational effectiveness of computer games currently on the market.

Author-supplied keywords

  • Computer games
  • Educational games
  • Prospective teachers
  • Technology integration

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  • Gulfidan Can

  • Kursat Cagiltay

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