Background/Purpose There is limited research about how teacher candidates (TCs) learn to teach game-centered models (Gubacs-Collins, 2007; Lodewyk, 2009; Storey & Lunn, 2009) and their associated principles of game modification (i.e., representation, exaggeration, adaptation). Game modification by adaptation, increases the challenge to a successful player based the previous game outcome (Hopper, 2010), which serves as a critical tool to create the space where learning emerges from inter-actions of the players, rules, space and equipment (Mason, 2008). This study investigates using a principle of game modification, adaptation games, to teach broadly about the “game as teacher” and move TCs beyond replication of game-centered models.
Method Participants were two PETE professors, and 19 TCs concurrently enrolled in a game theory course and advanced methods. Qualitative data collection and inductive analysis methods were employed including a) pre-instruction questionnaire, b) lesson plans and reflections, and c) video recorded lessons.
Analysis/Results Results indicated that at the onset, TCs were already committed to using small-sided games to meet students' challenge level. Teaching adaptation games, however, prompted deeper critical thinking and shifted TCs' pedagogical actions to align with using the “game as teacher” (e.g., mindful questioning based on observation of student responses, decentralized teacher control). Furthermore, providing challenge and equality for each student, by changing game constraints, became paramount as TCs recognized that disparate students were fully immersed in their games.
Conclusions In conclusion, teaching adaptation games required TCs to think like game designers and highlighted their role as facilitators in creating empowering game experiences for all.
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