You are here:

Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning

, , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the development and assessment of teacher knowledge of game-based learning. In this paper, we present quantitative findings from a mixed-methods study undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen graduate and undergraduate pre-service teachers completed an 11-week methods course in game-based learning which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Data sources included pre-post knowledge surveys and pre-mid-post tests that assessed participants’ acquired knowledge and skills of GaNA. We report on the effect of the intervention on teachers’ knowledge of game-based learning. Conclusions and implications are discussed for developing and assessing teachers’


SHAH, M. & Foster, A. (2014). Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 685-692). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

View References & Citations Map


  1. Akcaoglu, M. (2013). Using MMORPGs in classrooms: Stories vs. Teachers as sources of motivation Cases on Digital Game-Based Learning: Methods, Models, and Strategies (pp. 15-24): IGI Global.
  2. Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488.
  3. Brophy, J.E. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  4. Can, G., & Cagiltay, K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Journal of Educational Technology& Society, 9(1).
  5. Demirbilek, M., & Tamer, S.L. (2010). Math teachers' perspectives on using educational computer games in math education. Procedia-Social and Behavioral Sciences, 9, 709-716.
  6. Eastwood, J.L., & Sadler, T.D. (2013). Teachers' implementation of a game-based biotechnology curriculum. Computers& Education, 66(0), 11-24.
  7. Ertzberger, J. (2009). An exploration of factors affecting teachers’ use of videogames as instructional tools. (Ed.D Dissertation), Pepperdine University, Malibu, CA.
  8. Foster, A.N. (2012). Assessing learning games for school content: Framework and methodology. In D. Ifenthaler, D. Eseryel & X. Ge (Eds.), Assessment in Game-based Learning: Foundations, Innovations, and Perspectives. New York, NY: Springer.
  9. Foster, A.N., Mishra, P., & Koehler, M.. (2012). Digital game analysis: Using the Technological Pedagogical Content Knowledge framework to determine the affordances of a game for learning. In M. Khine (Ed.), Learning to Play: Exploring the Future of Education with VideoGames. New York, NY: Peter Lang Publications.
  10. Foster, A.N., & Shah, M. (2012). PCaRD: A model for teachers to integrate games in their classrooms. Paper presented at the Society for Information Technology& Teacher Education International Conference 2012, Austin, Texas, USA.
  11. Franklin, T., & Annetta, L. (2011). Special issue: Digital games and simulations in teacher preparation [Editorial]. Journal of Technology and Teacher Education, 19(3), 239-242.
  12. Gresalfi, M., Barnes, J., & Pettyjohn, P. (2011). Why videogames are not teacher-proof: The central role of the teacher when using new technologies in the classroom Multi-User Virtual Environments for the Classroom: Practical Approaches to Teaching in Virtual Worlds (pp. 267-284): IGI Global.
  13. Kennedy-Clark, S., Galstaun, V., & Anderson, K. (2011, December). Using game-based inquiry learning to meet the changing directions of science education. Paper presented at the ASCILITE 2011 Changing Demands, Changing Directions, Hobart, Tasmania, Australia.
  14. Koh, E., Kin, Y.G., Wadhwa, B., & Lim, J. (2012). Teacher perceptions of games in singapore schools. Simulation& Gaming, 43(1), 51-66.
  15. Li, Q. (2013). Digital games and learning: A study of preservice teachers' perceptions. International Journal of Play(2), 1-16.
  16. Magnussen, R. (2007). Teacher roles in learning games: When games become situated in schools. Paper presented at the Situated Play-Digital Games Research Association (DiGRA) International Conference, Tokyo, Japan.
  17. Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  18. Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117-175.
  19. Ritzhaupt, A.D., Gunter, E., & Jones, J.G. (2010). Survey of commercial off-the-shelf videogames: Benefits and barriers informal educational settings. International Journal of Instructional Technology and Distance Learning, 7, 45-55.
  20. Sardone, N.B., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st-century skills development. Journal of Research on Technology in Education, 42(4), 409-425.
  21. Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  22. Shah, M., Foster, A.N., & Betser, S. (2013). Empowering teachers towards efficacious adoption of game-based learning. Paper presented at the Society for Information Technology& Teacher Education International Conference 2013, New Orleans, Louisiana, United States.
  23. Tzuo, P.-W., Ling, J.I.O.P., Yang, C.-H., & Chen, V.H.-H. (2012). Reconceptualizing pedagogical usability of and teachers’ roles in computer game-based learning in school. Educational Research and Reviews, 7(20), 419429.
  24. Watson, W.R., Mong, C.J., & Harris, C.A. (2011). A case study of the in-class use of a videogame for teaching high school history. Computers& Education, 56(2), 466-474.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact