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Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology…
Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester.
SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities.
The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction.
The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.