National Survey and Video Case Studies: Teacher Attitudes about Digital Games in the Classroom

The overall goal of this research is to connect the documented experiences of teachers with other research about video games and learning, as well as to provide media­-rich illustrations about classroom practice in the United States (US). Combining a national survey with case studies, the Joan Ganz Cooney Center and BrainPop gauged teachers' attitudes and beliefs about the effect that classroom video game use has on student learning, developmental growth, and social behaviour. This national (US) survey of 505 teachers on video game use in the classroom has led to recommendations for future educational game development and advocacy.

Sample findings:

• 70% of teachers say that using digital games increases motivation and engagement with content/curriculum.
• 62% report that games make it easier for them to communicate lessons and effectively teach a range of learners, including lower-performing learners, in their classroom.
• 60% say that using digital games helps personalise instruction, access knowledge, and collect data.
• 60% of teachers observed that games foster more collaboration amongst students and enable students to sustain focus on specific tasks.

The report is accompanied by a series of video case studies, such as: (a) one that profiles a school technology integrator who uses MinecraftEDU to lead his 2nd grade class through structured game-based scenarios that emphasise self-directed learning, collaboration, and positive social interactions; (b) one (which can be seen below) that shows how a 6th grade special-education teacher utilises the intentionally game-like environment of her school to maximise learning for students with special needs; and (c) one that profiles a teacher who makes use of freely available games from BrainPOP and Manga High to engage her 4th grade students in math and science content, as well as to promote self-directed and project-based learning.