Transforming teachers’ self-narratives about game-based learning
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-023-10319-9.pdf
Reference52 articles.
1. Aguilar, S. J., Holman, C., & Fishman, B. J. (2015). Game-inspired design: Empirical evidence in support of gameful learning environments. Games and Culture, 13(1), 1–27. https://doi.org/10.1177/1555412015600305.
2. Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308–319. https://doi.org/10.1016/j.tate.2010.08.013.
3. Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410617286
4. An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development, 66(6), 1505–1527. https://doi.org/10.1007/S11423-018-9620-Z.
5. Bai, S., Foon Hew, K., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322.
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