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Daytona Beach


Electrical Engineering and Computer Science

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This article identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (a) technical and logistical requirements, (b) curriculum integration, and (c) teacher training. To overcome these challenges, K-12 educators should be provided with: (a) curriculum resources, (b) game information and support, and (c) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimize organization and simplicity. In addition, the websites should include teacher training that (a) apply a teacher training model, (b) address National Educational Technology Standards (NETS), (c) present contents in small doses, (d) make training and information as accessible as possible, and (e) model and mentor the use of instructional games.

Publication Title

British Journal of Educational Technology



Additional Information

Dr. Kappers was not affiliated with Embry-Riddle Aeronautical University at the time this paper was published.

Required Publisher’s Statement

This is the peer reviewed version of the following article: Kebritchi, M., Kappers, W. M., Hirumi, A., & Henry-Nease, R. (2009) Analysis of the supporting websites for the use of instructional games in K12 settings. British Journal of Educational Technology, 40(4), 733-754., which has been published in final form at This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.