How Do Digital Games Utilization Levels Predict a Teacher's Digital Material Development Self-Efficacy?

Autor/inn/en	Akkaya, Sümeyra; Kapidere, Metin
Titel	How Do Digital Games Utilization Levels Predict a Teacher's Digital Material Development Self-Efficacy?
Quelle	In: World Journal on Educational Technology: Current Issues, 13 (2021) 2, S.322-335 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akkaya, Sümeyra) ORCID (Kapidere, Metin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-0348
Schlagwörter	Computer Games; Game Based Learning; Web 2.0 Technologies; Material Development; Self Efficacy; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Predictor Variables; Teaching Experience; Gender Differences; Inservice Teacher Education; Distance Education; Handheld Devices; Pandemics; COVID-19; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Lehrmaterialentwicklung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Geschlechterkonflikt; Lehrerfortbildung; Distance study; Distance learning; Fernunterricht; Ausland; Türkei
Abstract	This study is a correlation research that aims to reveal whether digital material game usage sub-dimensions, gender, school level, in-service training for education in the digital environment, digital game playing status, devices and remote education variables, are significant predictors of digital material development self-efficacy level sub-dimensions. The study group consisted of 330 teachers. The study group consists of voluntary teachers from all education levels who provide remote education during the pandemic in Malatya city in the 2020-2021 academic year. This study found that there is a negative relationship between teachers' seniority and Web 2.0 development self-efficacy; a positive significant relationship between attitudes to use digital games in the class and Web 2.0 development skills; higher design self-efficacy perception in teachers with in-service training compared to those who did not have in-service training; higher design self-efficacy for teachers with high attitude towards using digital games in class; and negative attitudes towards digital games increased as the negative perspective towards digital material development self-efficacy increased. Experimental and qualitative studies regarding digital game-based digital teaching material efficiency can be recommended. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: wjet.editor@gmail.com; Web site: https://www.un-pub.eu/ojs/index.php/wjet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01