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Titre
Video games and collaborative learning in education? A scale for measuring in-service teachers’ attitudes towards collaborative learning with video games
Autor(es)
Sujet
Video games
Collaborative learning
Education
Teacher
Attitudes
Primary education
Technology
ICT
Likert scale
Fecha de publicación
2019-08-05
Citación
Martín del Pozo, M., García-Valcárcel Muñoz-Repiso, A. y Hernández Martín, A. (2019). Video games and collaborative learning in education? A scale for measuring in-service teachers’ attitudes towards collaborative learning with video games. Informatics, 6(3), 30. https://doi.org/10.3390/informatics6030030
Resumen
[EN] Students’ motivation is a fundamental factor in the educational process, and can be facilitated through new methodologies and technologies, including gamification, video games, collaborative learning, or, in particular, the methodology called “collaborative learning with video games” (which is presented and can be understood as the implementation of educational activities in which students have to work together to achieve a goal, and the main resource of the activity is a video game). However, if teachers themselves are not motivated, or if they lack a positive attitude towards implementing these new methodologies, it will be difficult for students to feel motivated when approaching said resources. Therefore, it is important to know what teachers’ attitudes towards them are. The aim of this research is the creation of an attitudes scale towards collaborative learning with video games, aimed at in-service primary school teachers. Different methodological steps were followed that made its construction possible, such as the analysis of items and the verification of their reliability, resulting in a rigorous attitudes scale of 33 items, with a reliability of α = 0.947. This implies that the measurement instrument is validated and allows one to know the attitudes of in-service primary school teachers towards a new methodology related to the implementation of video games in education.
Description
Resultados de tesis doctoral de Marta Martín del Pozo
URI
ISSN
2227-9709
DOI
10.3390/INFORMATICS6030030
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