Exploring teachers' pedagogical design thinking in game-based learning

In this paper, we investigate teachers' pedagogical design thinking while enacting game-based learning in a primary school. We employ a qualitative case study approach to study three cases that reveal teachers' pedagogical design thinking. Three emerging themes regarding teachers' game-based learning fallacies are identified through the above three cases: (1) misinterpreting game affordances, (2) viewing a role-playing simulation game as a resource for content knowledge, (3) employing direct instruction as a dominant GBL pedagogy. This study unpacks how teachers think while they enact game-based learning, which is currently under-researched in the game-based learning literature.