How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement

• Published in: Journal of computer assisted learning 2018-02, Vol.34 (1), p.10-19
• Main Authors: Callaghan, M. N., Long, J. J., Es, E. A., Reich, S. M., Rutherford, T.
• Format: Article
• Language: English
• Subjects: Computer & video games; Computer Assisted Instruction; Computer Games; Education; Educational Games; Educational technology; elementary education; Elementary School Students; Elementary School Teachers; Faculty Development; Identification; Intervention; Interviews; Learning Problems; Least Squares Statistics; math learning; Mathematics Achievement; Mathematics education; Mathematics Instruction; Mathematics teachers; Mathematics Tests; Mixed Methods Research; Professional development; Quality; Scores; Standardized Tests; Students; Teacher Attitudes; Teachers; Teaching; Teaching Methods; Technology Integration; Video Technology; Workshops
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12209

As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement. Lay Description What is already known about this topic: Educational games are growing as useful and popular tools in schools. Ensuring that teachers effectively integrate games with coursework is needed for students to learn. Little is known about whether or how teachers integrate educational games. What this paper adds: We identify how PD‐resources may help teachers integrate educational games with class content. We explore how teachers practices of game integration may increase/decrease student achievement. Implications for practice and/or policy: Teachers need to and desire to know how to integrate educational games. A stronger communication line between teachers and PD-support is needed. More research is needed to observe teacher practices and better connect teachers with PD-support.