Comparing Two Teacher Training Courses for 3D Game-Based Learning: Feedback From Trainee Teachers

Comparing Two Teacher Training Courses for 3D Game-Based Learning: Feedback From Trainee Teachers

Michael Thomas, Letizia Cinganotto
ISBN13: 9781799876380|ISBN10: 1799876381|EISBN13: 9781799876397
DOI: 10.4018/978-1-7998-7638-0.ch012
Cite Chapter Cite Chapter

MLA

Thomas, Michael, and Letizia Cinganotto. "Comparing Two Teacher Training Courses for 3D Game-Based Learning: Feedback From Trainee Teachers." Handbook of Research on Teaching With Virtual Environments and AI, edited by Gianni Panconesi and Maria Guida, IGI Global, 2021, pp. 267-292. https://doi.org/10.4018/978-1-7998-7638-0.ch012

APA

Thomas, M. & Cinganotto, L. (2021). Comparing Two Teacher Training Courses for 3D Game-Based Learning: Feedback From Trainee Teachers. In G. Panconesi & M. Guida (Eds.), Handbook of Research on Teaching With Virtual Environments and AI (pp. 267-292). IGI Global. https://doi.org/10.4018/978-1-7998-7638-0.ch012

Chicago

Thomas, Michael, and Letizia Cinganotto. "Comparing Two Teacher Training Courses for 3D Game-Based Learning: Feedback From Trainee Teachers." In Handbook of Research on Teaching With Virtual Environments and AI, edited by Gianni Panconesi and Maria Guida, 267-292. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7638-0.ch012

Export Reference

Mendeley
Favorite

Abstract

This chapter explores data form two online language teacher training courses aimed at providing participants with the skills to create and use games in 3D immersive environments. Arising from a two-year project which explored how game-based learning and virtual learning environments can be used as digital tools to develop collaborative and creative learning environments, two training courses were developed to support teachers to use two immersive environments (Minecraft and OpenSim). The first course was self-directed and the second was moderated by facilitators. Both courses provided a variety of games and resources for students and teachers in different languages (English, German, Italian, and Turkish). This chapter explores feedback from the teacher participants on both courses arising from a questionnaire and interviews with teachers and provides recommendations about the technical and pedagogical support required to develop immersive worlds and games for language learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.