Digital games in classroom teaching: how do teachers use them? An inspiring first European overview A groundbreaking new European study, released today at a major EU conference hosted by the Council of Europe in Strasbourg, sheds light on how teachers use digital games in the classroom with their pupils for learning purposes. The conference was opened by the European Commissioner for Education and Culture, Jan Figel, underlining the importance of the study. It covers commercial as well as “serious” games. It was carried out by European Schoolnet, a network of 31 Ministries of Education, commissioned by the Interactive Software Federation of Europe (ISFE).

Download the synthesis report (http://games.eun.org/upload/gis-synthesis_report_en.pdf) and full study (http://games.eun.org/upload/gis-full_report_en.pdf).

The study asked, are digital games being used in the classroom, in a structured and integrated way? The answer is definitely yes – and their use is increasing. The picture varies greatly, in terms of pace of integration, patterns of use and the goals teachers have in mind. But all teachers using games share the desire to ensure their pupils engage with their own learning processes, play an active role, and improve their academic achievement.

Following an initial literature review, classroom practices were observed and interviews were carried out with around thirty policy-makers representing various education systems. A community of practice, obtaining and exchanging views with teachers and practitioners was also organised.

A major component of the study is a survey of 600 teachers: two thirds of the survey respondents already use digital games in their teaching. It seems you don’t have to be young, male or an IT teacher to use games in the classroom. Interestingly, they confirm that you certainly don’t need to be a gamer to use games in your teaching. Teachers of every age, in every subject, use them: from foreign languages to literature, from maths to history and geography. They also report a very positive impact on motivation, and good results in personal, intellectual and social skills. The picture is more varied as regards the impact on critical skills and performance in specific subjects.

At the conference, 100 key academics and decision makers in education discussed and debated the findings, while also highlighting key examples from a variety of national contexts.

Coordinated by European Schoolnet, the study has also benefited from the contribution of national coordinators in each of the eight countries covered (Austria, Denmark, France, Italy, Lithuania, the Netherlands, Spain/Catalonia and the United Kingdom).

Caroline Kearney at caroline.kearney@eun.org tel: +3227907575

Visit the Games in Schools mini-site at http://games.eun.org

Games in Schools community of practice: http://gamesinschools.ning.com

Download the full study: http://games.eun.org/upload/gis-full_report_en.pdf

Download the synthesis report: http://games.eun.org/upload/gis-synthesis_report_en.pdf

European Schoolnet is a network of 31 Ministries of Education in Europe and beyond. EUN was created more than 10 years ago with the aim to bring about innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers and researchers.

ISFE (the Interactive Software Federation of Europe – www.isfe.eu) was established in 1998 to represent the interests of the interactive software sector vis-à-vis the EU and international institutions. Initially founded by the national interactive software trade associations in the UK, France, Germany and the Netherlands, ISFE was enlarged in January 2002 to include any company representing the industry within the 27 Member States plus Norway, Iceland, Switzerland and Liechtenstein.