Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferencebidrag i proceedingsForskningpeer review

Standard

Developing professional "game teacher" repertoires : describing participants and measuring effects in a Danish college course on game based learning. / Lieberoth, Andreas; Hanghøj, Thorkild.

Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. red. / Maja Pivic; Josef Grundler. Academic Conferences and Publishing International Limited, 2017. s. 377-386.

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferencebidrag i proceedingsForskningpeer review

Harvard

Lieberoth, A & Hanghøj, T 2017, Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning. i M Pivic & J Grundler (red), Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, s. 377-386, 11th European Conference on Games Based Learning, ECGBL 2017, Graz, Østrig, 05/10/2017.

APA

Lieberoth, A., & Hanghøj, T. (2017). Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning. I M. Pivic, & J. Grundler (red.), Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017 (s. 377-386). Academic Conferences and Publishing International Limited.

CBE

Lieberoth A, Hanghøj T. 2017. Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning. Pivic M, Grundler J, red. I Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited. s. 377-386.

MLA

Lieberoth, Andreas og Thorkild Hanghøj "Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning". og Pivic, Maja Grundler, Josef (red.). Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited. 2017, 377-386.

Vancouver

Lieberoth A, Hanghøj T. Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning. I Pivic M, Grundler J, red., Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited. 2017. s. 377-386

Author

Lieberoth, Andreas ; Hanghøj, Thorkild. / Developing professional "game teacher" repertoires : describing participants and measuring effects in a Danish college course on game based learning. Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. red. / Maja Pivic ; Josef Grundler. Academic Conferences and Publishing International Limited, 2017. s. 377-386

Bibtex

@inproceedings{6e1cb790468649c2943e8d8f2c4dec4f,
title = "Developing professional {"}game teacher{"} repertoires: describing participants and measuring effects in a Danish college course on game based learning",
abstract = "The first Danish Game-Based Learning course offered by a teachers college enrolled 42 students with a variety of backgrounds and interests in games. We characterize the students who enrolled in the course in terms of gaming literacies and preferences, and gauge the impact of the course in terms of building actionable skill sets. Following Sch{\"o}n (1986) we use these data to frame students' transition from gamers or game curious teachers to developing professional repertoires. Interviews and statistical comparison to other students indicate that while student's existing preferences for the {"}heavier{"} game motifs arousal and fantasy (Sherry et al 2006) significantly predicted their attitudes to learning though games, active experiences from the course came to determine their fledgling professional repertoires as measured though their own projections of what they will use games for in their professional careers. We expand and explain these findings using embedded mixed methods analysis, and conclude that games are a good practical case for training various teaching competences, but that building flexible professional repertoires requires more varied experiences than a single course can muster.",
keywords = "Exploratory statistics, Game-based learning, Media literacy, Mixed methods, Player types, Professional repertoires, Teacher education, L{\ae}reruddannelse, It/teknologi, Videreg{\aa}ende uddannelse, Computergaming",
author = "Andreas Lieberoth and Thorkild Hangh{\o}j",
year = "2017",
language = "English",
isbn = "978-1-5108-5044-6",
pages = "377--386",
editor = "Maja Pivic and Josef Grundler",
booktitle = "Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017",
publisher = "Academic Conferences and Publishing International Limited",
note = "11th European Conference on Games Based Learning, ECGBL 2017 ; Conference date: 05-10-2017 Through 06-10-2017",

}

RIS

TY - GEN

T1 - Developing professional "game teacher" repertoires

T2 - 11th European Conference on Games Based Learning, ECGBL 2017

AU - Lieberoth, Andreas

AU - Hanghøj, Thorkild

PY - 2017

Y1 - 2017

N2 - The first Danish Game-Based Learning course offered by a teachers college enrolled 42 students with a variety of backgrounds and interests in games. We characterize the students who enrolled in the course in terms of gaming literacies and preferences, and gauge the impact of the course in terms of building actionable skill sets. Following Schön (1986) we use these data to frame students' transition from gamers or game curious teachers to developing professional repertoires. Interviews and statistical comparison to other students indicate that while student's existing preferences for the "heavier" game motifs arousal and fantasy (Sherry et al 2006) significantly predicted their attitudes to learning though games, active experiences from the course came to determine their fledgling professional repertoires as measured though their own projections of what they will use games for in their professional careers. We expand and explain these findings using embedded mixed methods analysis, and conclude that games are a good practical case for training various teaching competences, but that building flexible professional repertoires requires more varied experiences than a single course can muster.

AB - The first Danish Game-Based Learning course offered by a teachers college enrolled 42 students with a variety of backgrounds and interests in games. We characterize the students who enrolled in the course in terms of gaming literacies and preferences, and gauge the impact of the course in terms of building actionable skill sets. Following Schön (1986) we use these data to frame students' transition from gamers or game curious teachers to developing professional repertoires. Interviews and statistical comparison to other students indicate that while student's existing preferences for the "heavier" game motifs arousal and fantasy (Sherry et al 2006) significantly predicted their attitudes to learning though games, active experiences from the course came to determine their fledgling professional repertoires as measured though their own projections of what they will use games for in their professional careers. We expand and explain these findings using embedded mixed methods analysis, and conclude that games are a good practical case for training various teaching competences, but that building flexible professional repertoires requires more varied experiences than a single course can muster.

KW - Exploratory statistics

KW - Game-based learning

KW - Media literacy

KW - Mixed methods

KW - Player types

KW - Professional repertoires

KW - Teacher education

KW - Læreruddannelse

KW - It/teknologi

KW - Videregående uddannelse

KW - Computergaming

UR - http://www.scopus.com/inward/record.url?scp=85036477896&partnerID=8YFLogxK

M3 - Article in proceedings

AN - SCOPUS:85036477896

SN - 978-1-5108-5044-6

SP - 377

EP - 386

BT - Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017

A2 - Pivic, Maja

A2 - Grundler, Josef

PB - Academic Conferences and Publishing International Limited

Y2 - 5 October 2017 through 6 October 2017

ER -