Linking Technological Pedagogical Content Knowledge of Games (TPACK-G) and Digital Game Acceptance Among Pre-Service Teachers

This study aimed to explore the interplay of technological pedagogical content knowledge of games (TPACK-G) and digital game acceptance among pre-service teachers. The relationships between the components of technological pedagogical content knowledge of games and game acceptance factors were explored. The effect of game acceptance levels on technological pedagogical content knowledge of games was also examined. The sample of this study was pre-service teachers enrolled in undergraduate courses from a university in the northeast United States. The data were collected using an online survey. Quantitative methods were used to analyze the data. Results indicated that there were significant positive correlations between TPACK-G and game acceptance components. Pre-service teachers’ TPACK-G, including game knowledge (GK), game content knowledge (GCK), game pedagogical knowledge (GPK), and game pedagogical content knowledge (GPCK), significantly differed in terms of game acceptance levels. The results contribute to the literature of game-based learning. Discussions and suggestions are provided following major findings.