Jl. of Technology and Teacher Education (2015) 23(2), 241-267 Developing and Assessing Teachers’ Knowledge of Game-based Learning MAMTA SHAH AND AROUTIS FOSTER Drexel University, USA mps64@drexel.edu anf37@drexel.edu Research about teachers’ knowledge of game-based learn- ing is in its infancy. Fourteen pre-service teachers completed a methods course, which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts using the Game Network Analysis (GaNA) framework. Surveys and tests were administered in a mixed-methods study to assess participants’ acquired knowledge of GaNA. Additional data were solicited using background surveys and focus group interviews to understand participants’ thoughts about game-based learning. Data were analyzed using t-tests and thematic analysis. Participants demonstrated statistically significant gains on the constructs of GaNA. Participants also reported changed thoughts about the processes for incorporating game-based learning in K-12 classrooms. This included insights about teacher roles, game selection, and contextual factors for successful adoption of games in schools. GaNA may be beneficial for advancing the work of both teacher educators and researchers in developing and assessing novice-expert teachers’ competence in adopting game-based learning. Introduction Game-based learning, understood as “integration of games or gaming mechanics into educational experiences” (New Media Consortium, 2014), is a promising instructional approach for advancing student learning in varied