Teachers’ Competencies in Digital Game-Based Learning in Finnish Higher Education: A Case Study of The European Bio-Industry Network Game

Abstract

The current study investigates teachers' competencies and practices in the integration process of digital game-based learning (D.G.B.L.) in the context of higher education in Finland. Based on the predefined pedagogical framework of teachers' competencies in game-based learning, which includes: 1) pedagogical area of competence, 2) technological area of competence, 3) collaborative area of competence, and 4) creative area of competence, this study aims at 'testing' and possibly 'tailoring' the framework for the higher education context and D.G.B.L. A case study approach was employed to examine teachers' competencies in the real-life context where teachers used the European Bio-Industry Network (EBIN) game in the higher education bio-economy studies. The data included documents, physical artifacts, and interviews (n=3) with the teachers who used the game in teaching during the academic year of 2019-2020. Thematic analysis was used to analyze the data. The results showed that all the four areas of competence apply to the context of higher education and D.G.B.L.; nevertheless, the areas of competence had different levels of significance with the pedagogical and technological areas of competence as the most critical. In addition, another significant finding of this study is the online teaching area of competence, which refers to the ability of teachers to integrate digital games in online courses meaningfully. Teachers should carefully plan and consider different practices for the meaningful integration of digital games in teaching. Teachers should also consider new ways of using digital games in online courses.