A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship
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1 décembre 2025
- ISIDORE Id: 10670/1.f709b6...
- hal: hal-05008971
- doi: 10.1016/j.stueduc.2024.101388
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info:eu-repo/semantics/altIdentifier/doi/10.1016/j.stueduc.2024.101388
http://hal.archives-ouvertes.fr/licences/copyright/ , info:eu-repo/semantics/OpenAccess
Mots-clés
Game based learning Game-based pedagogy Secondary education Teacher education Teacher competence Game based learning Ludopédagogie Enseignement secondaireSujets proches
Learning process Scholarship LearningCiter ce document
Cindy De Smet, « A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1016/j.stueduc.2024.101388
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Résumé
This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.
