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The Importance of Teacher Bridging in Game-Based Learning Classrooms

The Importance of Teacher Bridging in Game-Based Learning Classrooms

Jodi Asbell-Clarke, Elizabeth Rowe, Erin Bardar, Teon Edwards
Copyright: © 2022 |Pages: 29
ISBN13: 9781668437100|ISBN10: 1668437104|EISBN13: 9781668437117
DOI: 10.4018/978-1-6684-3710-0.ch020
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MLA

Asbell-Clarke, Jodi, et al. "The Importance of Teacher Bridging in Game-Based Learning Classrooms." Research Anthology on Developments in Gamification and Game-Based Learning, edited by Information Resources Management Association, IGI Global, 2022, pp. 426-454. https://doi.org/10.4018/978-1-6684-3710-0.ch020

APA

Asbell-Clarke, J., Rowe, E., Bardar, E., & Edwards, T. (2022). The Importance of Teacher Bridging in Game-Based Learning Classrooms. In I. Management Association (Ed.), Research Anthology on Developments in Gamification and Game-Based Learning (pp. 426-454). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch020

Chicago

Asbell-Clarke, Jodi, et al. "The Importance of Teacher Bridging in Game-Based Learning Classrooms." In Research Anthology on Developments in Gamification and Game-Based Learning, edited by Information Resources Management Association, 426-454. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3710-0.ch020

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Abstract

Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a framework of bridging in game-based learning classes, where teachers leverage and build upon students' game-based implicit learning experiences to support science classroom learning. Bridging was studied with two physics learning games in about 30 high-school classes per game. Results from both studies show that students in bridging classes performed better on external post-tests, when accounting for pre-test scores, than in classes that only played the game or did not play the game at all. These findings suggest the teachers' role is critical in game-based learning classes. Effective bridging includes providing teachers with common game examples along with actionable discussion points or activities to connect game-based learning with classroom content.

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