Effects of a collaborative design approach on pre-service teachers’ ability of designing for learning with a digital game

Qing-Ke FU, Di ZOU*, Haoran XIE, Gary CHENG, Gwo-jen HWANG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

9 Citations (Scopus)


Digital games have become increasingly popular. However, many teachers may not have relevant knowledge and experience of designing and implementing digital game-based teaching in formal classrooms. This study proposed a collaborative design approach to facilitate pre-service teachers’ abilities of designing for learning with a digital game. To evaluate the effects of the proposed approach, a quasi-experiment was carried out at a teachers’ university in Eastern China. This study was implemented in a Fall 2019 educational development course, a total of 100 pre-service teachers from two intact classes participated in it. It is found that the approach is effective in helping the students design digital games-based learning activities. Additionally, the experimental group students developed more constructivist views of game-based teaching practices. It is concluded that engaging pre-service teachers in design, implementation and reflection of innovative technologies-enhanced learning practices is imaginable for our mission of bring children to a cheerful and harvesting journey in classroom.
Original languageEnglish
Pages (from-to)5641-5664
Number of pages24
JournalEducation and Information Technologies
Issue number4
Early online date15 Jan 2022
Publication statusPublished - May 2022

Bibliographical note

Funding Information:
This research is financially supported by the Croucher Chinese Visitorships 2019-20 of the Croucher Foundation, Hong Kong SAR; and the Educational Science Development Program of Zhejiang Province (NO. 2020SCG030).

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.


  • Collaborative learning
  • Game-based learning
  • Integrating game into teaching
  • Pre-service teacher
  • Teacher profession development


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