Higher education faculty need to increase the utilization of technology within the classroom based on generational learning styles. However, faculty identify difficulty implementing technology into the classroom due to a lack of time and support. The Technological, Pedagogical, and Content Knowledge (TPACK) framework provides faculty with a guide to support the development of evidence-based courses. The TPACK has seven catagories that instructors can consider using when designating learning. Current evidence supports digital game-based learning increases student motivation, active participation in class, student attention, and improves comprehension. This capstone aims to determine if participating in the education program on digital game-based activities within their classes. A pre-experimental, pilot quantitative study comprising a non-randomized group of occupational and physical therapy faculty was completed. The faculty participated in three asynchronous pre-learning modules on generational learning, active learning, and the TPACK framework, proceeded by an in-person educational program including Kahoot! and SlidoTM. The TPACK Self-Efficacy Scale was used as a pre-test and post-test repeated measurement. Improvements in TPACK Self-Efficacy Scale were noted in the subcategories of Pedagogical Knowledge (PK) with p=.026, t(5)=-3.11, and Technological Knowledge with p=<.001, t(4)=-8.84. The overall TPACK scale lacked significance with the p=.074, t(5)=-2.25. The educational program on digital game-based learning improved the occupational and physical therapy faculty’s self-efficacy within pedagogical and technological knowledge components. Through increased self-efficacy, faculty will be more effective in implementing active learning and technology, which generational learners demand.
