Teacher candidate responses to digital games: 21st century skills development
Journal of Research on Technology in Education, 42(4), 409- 425, June 2010
Roberta Devlin-Scherer, Ed.D. Department of Educational Studies
Nancy B. Sardone
Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that the element of motivation was important, but motivation alone was not a sufficient reason to influence them to use digital-game-based instruction in their future classrooms. However, peer modeling and the positive responses received from middle/high school students to whom candidates taught games appeared to be factors in teacher candidates' decision to use digital games in the classroom.