Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning
Bibliographic Data
| ID | 22042510 |
|---|---|
| Authors | Liat Eyal (0000-0001-7870-8218, The MOFET Institute, corresponding author), Eyal Rabin (0000-0002-3726-0645, Open University of Israel, corresponding author), Tamar Meirovitz (Beit Berl College) |
| Year | 2023 |
| Volume | 13 |
| Issue | 12 |
| Pages | 1165 |
| Publication date | 2023-11-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13121165 |
| OpenAlex | W4388860160 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 research model distinguishing between those who had or had not received training and those who did or did not teach using digital games. Results showed that teaching with digital games and attitudes toward integrating them into the classroom were positively correlated. Additionally, a higher level of techno-pedagogical knowledge was perceived by those with direct experience with digital games. Teaching with digital games enhances students’ thinking processes and lifelong learning skills, according to pre-service teachers. Theoretical knowledge about lifelong learning and higher-order thinking, accompanied by hands-on experience in implementing digital games, should be applied to pre-service teacher training programs
Cognition · Digital Learning · Lifelong learning · Mathematics education · Multimedia · Pedagogy · Perception · Computer Science · Digital literacy in education · Educational Games and Gamification · Online Learning and Analytics · Psychology
Visible Learning for Teachers
Digital game-based learning
Digital game-based learning
Scaffolding game-based learning
Learning Styles and Learning Spaces
Web-Based Virtual Learning Environments
A systematic literature review of empirical evidence on computer games and serious games
Digital Games, Design, and Learning
Technological Pedagogical Content Knowledge
Underneath the veneer of techno-positivity – exploring teachers’ perspectives on technology use in Further Education and Training
Language and Learning in the Digital Age
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
Engagement States and Learning from Educational Games
Development of a scale to measure lifelong learning
Critiquing Teacher Preparation Research
How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence
Playing and Making Games for Learning
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |