Paper presentation Spanish Bilingual and EFL Pre-Service Teacher Attitudes Towards Digital Game-Based Learning Considering the TPACK Model more

Sat, Jun 18, 16:15-16:45 Asia/Tokyo

Games play an essential role in our daily life and in our learning, both in nonformal and informal contexts, and the consideration that the only goal of games is entertainment has been overcome. In fact, digital game-based learning (DGBL) can support effective pedagogical methods as long as teachers are given the necessary time, training and tools to implement this approach in their lessons. Nevertheless, the use of DGBL could have not been possible without the evolution of educational technology, whose potential didactic uses and benefits for students’ learning and competences have been widely discussed and demonstrated in the specialised scientific literature. In this context, the link between educational technology and the Technological Pedagogical Content Knowledge (TPACK) model is clear. The TPACK model assumes that the proper use of educational technology is subjected to teachers’ content knowledge, methodological, and digital competences. In the same line, new frameworks related to the TPACK model have been developed in the specific field of digital games. Such is the case of the Technological Pedagogical Content Knowledge-Games (TPACK-G) model, which highlights the importance of teachers’ knowledge about the usage of digital games and their skills to use them for teaching purposes appropriately. Considering the link between the TPACK-G model and the use of DGBL, this exploratory quantitative research examines bilingual and EFL pre-service Spanish teacher perceptions (n = 64) about using digital games in their lessons, paying a special attention to the TPACK model. Responses show a positive attitude towards the potential use of digital games in their future bilingual and EFL lessons. The data presented in this study can be relevant to guide the design of curriculum and training programs, as well as to develop strategies to support and scaffold pre-service teachers’ knowledge and practical implementation of DGBL.