(1321)A COMPARISON OF TEACHERS’ AND PUPILS’ PERCEPTIONS ON GAME-BASED LEARNING

摘要

Game-based learning is considered to be a promising new paradigm to better educate the present and future generations of pupils and students. In order to stimulate the deployment of serious games in Belgian schools, game-related behavior, and several gaming attitudes and perceptions were measured among two important stakeholders: pupils and teachers. In total, we surveyed 1028 pupils and 302 teachers (mostly pre-service teachers). The results show that despite the existence of differences in some variables, a number of similar tendencies in both cohorts can be derived from the data. Both pupils and teachers hold rather positive attitudes towards video gaming, with lower scores on proposed negative video gaming characteristics. Both teachers and pupils are neither negative nor really enthusiastic about the usefulness and learning potential of gaming. In both samples, significant gender differences can be found in most concepts and they exceed the differences between pupils and teachers. The application of more advanced statistical analyses confirms a number of proposed relationships between concepts. More specifically, using an explanatory model, it is shown that the significant gender effect is strongly mediated by gaming skills and it is also shown that gaming skills, and the general gaming attitudes are important determinants of the respondents’ perceived learning potential of video games. These and other findings may have valuable implications for approaching pupils and teachers to stimulate the deployment of game-based learning.