Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy

Abstract

In an attempt to address the difficulty to integrate Game-Based Learning (GBL) in the teaching practices, this paper proposes a model for the process of teachers' adoption of games, based on a first research work which led to a structured question matrix designed to foster teacher reflection on key issues that arise during this process. We focus on formal education and consider not only digital (educational) games but also other game-like activities such as role-plays and simulations. In tackling the matter of adoption, this paper addresses a key issue: How does the adoption process unfold when teachers introduce games in their classes for the first time? To answer this question, Roger's "Diffusion of Innovations" theory was used as the conceptual framework for analysing a case study. The case study took place in France with a group of six high school teachers who introduced three different games, in teams of two. We also provide different tools to support the adoption process: resources, activities, questionnaires, pedagogical scenario, patterns of activities and scenarios. Our efforts to support teachers' adoption and use of GBL are not designed to offer a one-size-fits-all solution. Rather, they are aimed at providing tools to foster reflection and facilitate the adoption process. It is hoped that this work will help overcome some teachers' resistance to GBL, and this will be the subject of further verification.

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