Feeling alienated – teachers using immersive digital games in classrooms

Colleen Stieler-Hunt; Christian M Jones

doi:10.1080/1475939X.2017.1334227

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Feeling alienated – teachers using immersive digital games in classrooms

Journal article

Open access

Peer reviewed

Feeling alienated – teachers using immersive digital games in classrooms

Colleen Stieler-Hunt and Christian M Jones

Technology, Pedagogy and Education, Vol.26(4), pp.457-470

2017

DOI: https://doi.org/10.1080/1475939X.2017.1334227

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Abstract

game-based learning

video games

elementary education

secondary education

pedagogical issues

Significant barriers to using digital games in classrooms exist despite evidence to indicate digital games can enhance academic achievement. This qualitative, grounded theory study purports an interpretive understanding of the experiences of 13 Australian teachers who have used immersive digital games (IDGs) in the classroom. These teachers participated in in-depth, semi-structured interviews that were one to two hours in duration. A key finding of this study is that teachers who use IDGs in the classroom can experience varying degrees of alienation from their teaching colleagues. This paper presents a model of the process of 'Feeling Alienated' experienced by some educators using IDGs in their classrooms. It begins with 'the lone believer' teacher who has strong beliefs in the value of using IDGs for student learning. Resentment by some colleagues, curriculum and classroom concerns, and insufficient advocacy contribute to the lone believer feeling alienated. This leads the lone believer to minimise the impact of their use of IDGs. The study concludes that, whilst negative teacher attitudes towards the use of IDGs in the classroom persist, the potential impact of IDGs in the classroom will not be fully realised.

Details

Title: Feeling alienated – teachers using immersive digital games in classrooms
Authors: Colleen Stieler-Hunt (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Christian M Jones (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Publication details: Technology, Pedagogy and Education, Vol.26(4), pp.457-470
Publisher: Routledge
Date published: 2017
DOI: 10.1080/1475939X.2017.1334227
ISSN: 1475-939X
Copyright note: Copyright © 2017. This is an Author's Accepted Manuscript of an article published in Technology, Pedagogy and Education, 2017, available online: http://www.tandfonline.com/10.1080/1475939X.2017.1334227
Organisation Unit: School of Business and Creative Industries; School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; School of Creative Industries - Legacy; Engage Research Lab; School of Law and Society
Language: English
Record Identifier: 99451071002621
Output Type: Journal article

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