This study sought to reveal whether a teacher’s participation in online social video gaming has an impact on their students’ perceptions of them as a professional, a content expert, and/or as an individual. A survey tool was created and distributed online using SurveyGizmo.com—a third-party developed survey platform—and advertised using a variety of social media networks, including Facebook, Twitter, LinkedIn, E-mail, and blogs. The survey was open to all participants over the age of 13 (to comply with COPPA laws), and received 53 responses.
[pullquote align=”left|center|right” textalign=”left|center|right” width=”30%”]Respondents believed that they would perceive their teacher as “more relatable” than before.[/pullquote]The results of the survey showed that given a set of hypothetical situations involving students and teachers playing online social video gaming, the respondents believed that they would perceive their teacher as “more relatable” than before. However, their perception of their teacher’s professionalism and level of content knowledge remained unchanged. It was also shown that both gender and the student’s age have an effect on whether those perceptions changed.
These findings are important to the field of education due to the recent interest in regulating social media behavior of teachers and students by policymakers. As online social video games are basically another form of social media network, it is important to include this research in the informed discussions of how to shape any policies intended to govern the behaviors of teachers or students.
Keywords: video games, social media, students, teachers, perception
Corcoran, R. (2012). Student Perception of Teachers Who Play Online Social Video Games. [online] Retrieved from: http://www.academia.edu/4937611/Student_Perception_of_Teachers_Who_Play_Online_Social_Video_Games [Accessed: #insert today’s date#].
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