Abstract
Integration of video games in classroom instruction poses challenges for teachers, including the need for technical and financial resources, support from parents and administrators, concerns about toxic gaming culture, and uncertainty in teaching and evaluating using video games. These barriers hinder teachers’ progress, diminish their motivation, and impede the transition toward game-based teaching. This article explores the valid barriers faced by teachers during video game integration into their classrooms and explores the application of the Solution-Focused Approach (SFA) instruments, namely SFA questions, as a possible means to address these barriers. The SFA questions facilitate a shift in focus from deficiencies to existing strengths and from an ineffective Problem Talk to an effective Solution Talk. Various SFA questions are provided to guide teachers toward fostering a healthier and more productive dialogue with themselves and others, allowing concentration on desired outcomes. Promising results of the SFA-based Education Professional Development Programme for Teachers are presented, and future directions are proposed to explore SFA application in this area.
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The authors express their appreciation to the renown SFA expert Viktoria Spaschenko for sharing data, reviewing and providing feedback on the content of this article.
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Shliakhovchuk, E., Chover Selles, M. (2024). Appling a Solution-Focused Approach (SFA) to Overcoming Barriers in Integrating Video Games into the Classroom. In: Dondio, P., et al. Games and Learning Alliance. GALA 2023. Lecture Notes in Computer Science, vol 14475. Springer, Cham. https://doi.org/10.1007/978-3-031-49065-1_44
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