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An Exploratory Study of Predictors of Pre-Service Teachers' Intention to Integrate Computer Games in Mathematics Education

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Title: An Exploratory Study of Predictors of Pre-Service Teachers' Intention to Integrate Computer Games in Mathematics Education
Language: English
Authors: Liu, Xiongyi (ORCID 0000-0001-5075-5629), Wachira, Patrick (ORCID 0000-0002-7803-3916), Koc, Selma (ORCID 0000-0003-3950-6378), Pourdavood, Roland (ORCID 0000-0003-2777-7867)
Source: International Journal of Education in Mathematics, Science and Technology. 2022 10(1):145-161.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Predictor Variables, Preservice Teachers, Intention, Technology Integration, Computer Games, Mathematics Education, Multiple Regression Analysis, Gender Differences, Self Efficacy, Sex Stereotypes
ISSN: 2147-611X
Abstract: The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1330382
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1330382
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  Data: An Exploratory Study of Predictors of Pre-Service Teachers' Intention to Integrate Computer Games in Mathematics Education
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Xiongyi%22">Liu, Xiongyi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5075-5629">0000-0001-5075-5629</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wachira%2C+Patrick%22">Wachira, Patrick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7803-3916">0000-0002-7803-3916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Koc%2C+Selma%22">Koc, Selma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3950-6378">0000-0003-3950-6378</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pourdavood%2C+Roland%22">Pourdavood, Roland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2777-7867">0000-0003-2777-7867</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2022 10(1):145-161.
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  Label: Availability
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Regression+Analysis%22">Multiple Regression Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink>
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  Label: Abstract
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  Data: The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.
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  Data: EJ1330382
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 145
    Subjects:
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: Computer Games
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Multiple Regression Analysis
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      – SubjectFull: Gender Differences
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Sex Stereotypes
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      – TitleFull: An Exploratory Study of Predictors of Pre-Service Teachers' Intention to Integrate Computer Games in Mathematics Education
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