An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video

games and the influence of teacher training

Marta Martín del Pozo mmdp@usal.esVerónica Basilotta Gómez-Pablos veronicabgp@usal.es

Ana García-Valcárcel Muñoz-Repiso anagv@usal.esFaculty of Education – University of Salamanca (Spain)

TRACK 10. TEACHER EDUCATION RESEARCH

AND ICT

2 November 2016

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION

http://wasduk.com/wp-content/uploads/2014/01/children-addicted-to-video-games.jpg http://www.thegamereviews.com/wp-content/uploads/2013/10/game-controller-graduate.png

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION Research & literature about video games as an educational resource:1. The use of video games created by companies or developers,

whether “Games for entertainement” [Meyer & Sorensen, 2009] or Serious Games

2. The analysis of the educational possibilities of the use of specific video games in the classroom and educational proposals.

3. The creation of video games by the students, the teachers or both in collaboration.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION1. The use of video games created by companies or other

developers (Games for entertainment or Serious Games):• Learning – Early childhood education, primary education, secondary

education, university…

García Gigante [2009]Pokémon Diamante [2007]

Primary Education

https://goo.gl/Vr21Iq

Martínez et al., [2014]

Minecraft [2011]Secondary education

Barr [2016]Minecraft [2011]

Gone Home [2013]Portal 2 [2011]

Higher Education

https://goo.gl/6CKmmN

https://goo.gl/A730nT https://goo.gl/rVykTq

https://goo.gl/6CKmmN

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION2. Analysis of the educational possibilities of the use of specific

video games in the classroom and educational proposals (in which the authors explains the possible educational use of a game or some games):

Mainer Blanco [2006]

La Odisea, la búsqueda de Ulises

[2000]

Guerra & Revuelta [2014] Minecraft [2009]

https://goo.gl/abkTA3

Easier to analyze the games than using games in a real classroom

Problems, obstacles

https://goo.gl/g1hlOn

Marín Díaz et al. [2010]

Lemmings

https://goo.gl/OHOnWf

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION3. Related to the creation of video games by students, the

teachers, or teachers with students in collaboration:

Martín del Pozo [2014]

Conde [2014] 13-14 years old

Vázquez-Cano & Ferrer Delgado [2015]Higher secondary-education students

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTIONDifficulties / Obstacles:

https://goo.gl/yB653u https://goo.gl/LmE9Pv

Teachers’ attitudes towards pedagogical innovations and ICT in the classroom are one of the main factors influencing their adoption and integration [Tejedor & García-Valcárcel 2006]. Teachers’ attitudes can contribute to use a new tool or a new methodology or can obstruct

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTIONATTITUDES

• AEVI & GfK [2012].– Sample of 511 Spanish teachers– “Do you believe that video games can be an effective educational

tool for students aged between 5 and 12 years old?” – This question can be understood as a sign of their opinions and

attitudes towards video games in education. – 78.7% of the respondents believe that video games can be an effective

educational tool (33.3% answer to this question “surely yes” and 45.4% “probably yes”).

– 9% of these teachers say that they have no concrete opinion on the matter

– 12.4% do not believe in its efficacy (so 6.5% chose the “probably no” option and 5.9% the “surely no” option).

• Sánchez Ambriz [2013]:– Experience about how a group of 35 teachers from different

educational levels incorporate video games as a pedagogical resource in the classroom.

– They change their opinions and they accept them as a resource with educational possibilities.

https://goo.gl/yB653u

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTIONTEACHER EDUCATION

– Essential– AEVI and GfK [2012]

• some of the obstacles or difficulties to implement educational activities with video games seem to be the lack of information and orientation related to the possibilities for the use of video games in the scholar context (36.2% of the teachers say that they totally agree with the statement and 39.7% quite agree with the statement).

https://goo.gl/LmE9Pv

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION• Until here, we were speaking in general terms but video games

can be used in different ways.• The use of video games for collaborative learning or

“Collaborative Learning with Video Games”:– “The realization of activities in which the students have to

work together, sharing responsibilities to achieve an objective (do a task, a project, a presentation, a chart, an essay…) negotiating and contributing their ideas, and the main resource of the activity is a video game. That is to say, collaborative learning can occur inside the game, outside the game or both of them”

• Martín del Pozo [2015] performs a systematic review about different experiences using collaborative learning with video games, in which examples can be found.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

1. INTRODUCTION• Our work (paper)

– Primary school teachers from Spain (in-service)– Main objectives:

• 1. To know the attitudes of primary school teachers (in-service) towars collaborative learning with video games.

• 2. To know if they have received previous educational training about video games in education.

• 3. To know if there is any statistically significant difference due to the fact of having received training or not about this topic – attitudes.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

2. METHOD• Quantitative approach, using a questionnaire with an

attitude scale• 5-points Likert scale (Strongly Disagree-1, Disagree-2,

Undecided-3, Agree-4 and Strongly Agree-5) with 33 items or statements, created ad hoc for the study.

• The reliability of the scale is 0.947, based on Cronbach alpha coefficient.

• Sample is 223 primary school teachers.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

3. RESULTS• 223 primary school • 113 people are men and 110 are women

1) To know the attitudes of primary school teachers (in-service) towards collaborative learning with video games:– Results:

• Show a positive attitude towards collaborative learning with video games. mean () is 3.96 (nearly to the point 4 that is the option “Agree” on the scale).

• The coefficient of variation (C.V) is low, as it is 0.12 so it shows certain homogeneity in the scores.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

3. RESULTS2) To know if they have received previous educational training about video games in education :• Results:

– 182 teachers of the primary school teachers that replied to the survey say that they have not received training about video games in education, that is to say, 81.6% of the respondents

– 41 teachers (18.4% of the sample) say that they have received training about that topic during any time of their professional development (whether at their initial training at the university or during their lifelong learning).

18.4%

81.6%

YesNo

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

3. RESULTS3) To know if there is any statistically significant difference due to the fact of having received training or not about this topic:• An inferential analysis a Student's independent-

sample T-Test.• Results:

– There is a statistically significant difference obtaining better scores the teachers that have been trained about that

• Teachers who say that have received training about video games and education have more positive attitudes towards collaborative learning with video games.

  Independent variable:Training about video games in

educationStatisticals

Dependent variable

They have received training

They have not received training t p Cohen's d

effect sizeAttitudes towards

collaborative learning with

digital games.

M CV M CV

4.18 0.12 3.91 0.12 3.205 

0.002 

0.75

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

4. CONCLUSIONS• Teachers’ attitudes towards any new technology and new

methodology are one of the main factors to integrate this technology/methodology

• Training, whether initial training at the universities and lifelong learning, is another main factor to use these elements in the classroom.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

4. CONCLUSIONS• Approach to

– primary school teachers’ attitudes towards collaborative learning with video games

– to the fact of having received training or not about video games in education

– if the fact of having received training has an impact on the attitudes.

• The study reveals a positive attitude towards collaborative learning with video games of primary school teachers, that it is the line of the AEVI and GfK study [2012]

• Our study reveals that most of the respondent teachers have not received training about that topic and AEVI and GfK study [2012] shows that most of their respondent teachers consider as an obstacle or difficulty to use video games in education the lack of information and orientation about that.

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

4. CONCLUSIONS• Future research lines:

– to get a broader sample of primary school teachers in following studies.

– it would be relevant to know or analyze teachers’ attitudes through not only a quantitative approach but also thanks to a qualitative approach using, for example, focus groups or interviews with teachers

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

5. ACKNOWLEDGMENTS In terms of the first author, this research was made possible through the funding of a FPU predoctoral grant from the Ministry of Education, Culture and Sport of Spain (regulated by decision 18 November 2013, from State Secretariat for Education, Vocational Training and Universities, BOE 279), identifier FPU13/02194.

Also, regarding the second author, this research was made possible through the funding of a predoctoral grant from the Junta de Castilla y León, cofinanced by the European Social Fund (regulation EDU/1083/2013, 27 December)

An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

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An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

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An approach to Spanish Primary School Teachers’ attitudes towards collaborative learning with video games and the influence of teacher training

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