Analysis of the Supporting Websites for the Use of Instructional Games in K-12 Settings

Mansureh Kebritchi, Wendi M Kappers, Atsusi Hirumi, Renee Henry

Research output: Contribution to journalArticlepeer-review

Abstract

This article identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (a) technical and logistical requirements, (b) curriculum integration, and (c) teacher training. To overcome these challenges, K-12 educators should be provided with: (a) curriculum resources, (b) game information and support, and (c) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimize organization and simplicity. In addition, the websites should include teacher training that (a) apply a teacher training model, (b) address National Educational Technology Standards (NETS), (c) present contents in small doses, (d) make training and information as accessible as possible, and (e) model and mentor the use of instructional games.

Original languageAmerican English
JournalBritish Journal of Educational Technology
Volume40
StatePublished - Jan 1 2009
Externally publishedYes

Keywords

  • instructional games
  • k-12

Disciplines

  • Feminist, Gender, and Sexuality Studies
  • Gender and Sexuality
  • Gender, Race, Sexuality, and Ethnicity in Communication
  • Instructional Media Design
  • Other Feminist, Gender, and Sexuality Studies

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