A Systematic Mapping Review of Research Concerning the Use of Games in Teacher Training

This systematic mapping review provides an up-to-date picture of research on the use of games and game-based learning (GBL) in teacher training. Documents were retrieved systematically from Scopus and Web of Science, resulting in 38 studies that met the inclusion criteria. The review examines the evolution over time of the field, the kind of venues in which studies are being published, the proportion of primary studies being published, the type of games being employed, the type of training in which they are used and, finally, the purpose for using them in teacher training. Results highlight that only three records are secondary studies, highlighting the immaturity of the field. The experiences reported in the studies are evenly distributed between those targeting pre-service and in-service teachers, and most of them aim to stimulate the adoption of GBL in the classroom, rather than using games explicitly as a tool for teacher training. The types of games used in teacher training vary, with most being based on 2D environments, while virtual/augmented reality and board games are emerging trends. The purposes of game usage in teacher training include stimulating adoption of these technologies, and developing teaching skills, digital competences, and learning design skills, with simulators and role-playing games being used to prepare trainee teachers for class management. The review highlights a dearth of research and experiences in the field, but the emerging trends could guide future teacher training initiatives to develop teachers’ competences rather than just encouraging them to adopt these technologies in class.