Preservice Teachers’ Experiences with and Attitudes about Video Games
Abstract: Research has demonstrated that game-based learning can be an effective approach to help students learn content and skills in a variety of disciplines. However, the gaming experiences and perspectives of educators will likely influence if and how game-based learning is utilized in classrooms. This study takes a survey design approach to develop an understanding of preservice teachers’ video game behaviors and attitudes. Results indicate that preservice teachers have a wide variety of experiences and behaviors with video games, and thus, there are opportunities for teacher educator programs to clearly demonstrate the value of game-based learning as well as opportunities for integrating video games into elementary education.