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Defining a game-based learning proposal to work with teachers' professional wellbeing. The Teaching to Be video game

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Názov: Defining a game-based learning proposal to work with teachers' professional wellbeing. The Teaching to Be video game
Autori: Merino-Cajaraville, Alba, Ramírez-Moreno, Carlos, García-Lázaro, Irene, Reyes-de-Cózar, Salvador
Zdroj: Martinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 35-51
Informácie o vydavateľovi: Verlag Julius Klinkhardt
Bad Heilbrunn
pedocs-Dokumentenserver/DIPF
Rok vydania: 2024
Zbierka: pedocs document server (German Education Portal / DIPF)
Predmety: Lehrer, Wohlbefinden, Profession, Forschung, Soziales Lernen, Emotionales Lernen, Stress, Belastung, Selbstwirksamkeit, Burnout-Syndrom, Lehrerbildung, Lehrberuf, Mental Health, Kompetenzentwicklung, Unterrichtsforschung, Berufsbildung, Pädagogische Psychologie, Spielerisches Lernen, Unterrichtsklima, Sozio-emotionaler Faktor, Programm, Implementierung, Videospiel, Intervention, Resilienz, Gesundheit, Interkulturelle Forschung, Internationaler Vergleich, Europa, Spanien
Popis: This chapter investigates the intersection of professional wellbeing among teaching staff and the potential of educational video games as a tool for improvement as part of the European Project “Teaching to Be”. A novel design model is proposed, rooted in interactive digital storytelling principles. The model is applied in the development of Teaching to Be: A Path to Wellbeing, a video game crafted specifically to enhance the professional wellbeing of educators. The study critically assesses the model’s strengths and weaknesses, offering insights into its applicability in educational game design. By examining the impact of Teaching to Be: A Path to Wellbeing, this research contributes to the growing discourse on the role of interactive digital storytelling in fostering positive outcomes for teaching professionals. The nuanced evaluation provides a foundation for refining future iterations of the model and offers practical considerations for those venturing into the realm of educational game design for teacher wellbeing. (DIPF/Orig.)
Druh dokumentu: book part
Popis súboru: application/pdf
Jazyk: English
Relation: oai:www.pedocs.de-opus:29360; http://dx.doi.org/10.25656/01:29910; https://www.pedocs.de/volltexte/2024/29910/
DOI: 10.25656/01:29910
Dostupnosť: https://doi.org/10.25656/01:29910
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-299102
https://www.pedocs.de/volltexte/2024/29910/
https://www.pedocs.de/volltexte/2024/29910/pdf/Merino-Cajaraville_et_al_2024_Defining_a_game-based.pdf
Rights: http://creativecommons.org/licenses/by-nc-nd/4.0/deed.de
Prístupové číslo: edsbas.C614B60F
Databáza: BASE
Popis
Abstrakt:This chapter investigates the intersection of professional wellbeing among teaching staff and the potential of educational video games as a tool for improvement as part of the European Project “Teaching to Be”. A novel design model is proposed, rooted in interactive digital storytelling principles. The model is applied in the development of Teaching to Be: A Path to Wellbeing, a video game crafted specifically to enhance the professional wellbeing of educators. The study critically assesses the model’s strengths and weaknesses, offering insights into its applicability in educational game design. By examining the impact of Teaching to Be: A Path to Wellbeing, this research contributes to the growing discourse on the role of interactive digital storytelling in fostering positive outcomes for teaching professionals. The nuanced evaluation provides a foundation for refining future iterations of the model and offers practical considerations for those venturing into the realm of educational game design for teacher wellbeing. (DIPF/Orig.)
DOI:10.25656/01:29910