Computer Games For Learning

Public Sector

NESTA Futurelab, a leading organisation in educational technology, commissioned Ipsos to conduct a survey investigating teachers' attitudes to mainstream computer games as part of their research project Teaching with Games, which is funded by Electronic Arts (EA).

 

NESTA Futurelab, a leading organisation in educational technology, commissioned Ipsos to conduct a survey investigating teachers' attitudes to mainstream computer games as part of their research project Teaching with Games, which is funded by Electronic Arts (EA).

This survey revealed that 59% of teachers would consider using computer games in the classroom for educational purposes, and indeed, almost one third have already done so. Apart from being seen as an interactive way of motivating and engaging pupils by half of the teachers taking part in the survey, many more believe that playing mainstream games can lead to improved skills and knowledge. For example, 91% felt that players developed their motor-cognitive skills, while over 60% thought that users would develop their higher order thinking skills and could also acquire topic-specific knowledge.

Technical details

  • Fieldwork for the MORI Teachers' Omnibus covered a representative sample of 1,000 primary and secondary school teachers in England and Wales.
  • Fieldwork was conducted between 4-25 November 2005.
  • Results are based on all respondents unless otherwise stated.
  • Data are weighted to the known profile of teachers in England and Wales by sex, age and phase (primary or secondary).
  • Where results do not sum to 100, this may be due to multiple responses, computer rounding or the exclusion of don't know/not stated categories.
  • An asterisk (*) represents a value of less than half of one percent, but not zero.

Q1 How often do you play computer games in your leisure time? By "computer games" we mean games designed primarily for entertainment, played on PCs, consoles, mobiles and Internet browsers.

  %
Every day 2
At least once a week 9
At least once every two weeks 3
At least once every month 5
Less than once a month 10
I never play 72
Don't know *
 
Ever play 28

Q2 You say that you have played computer games as a leisure activity. Have you ever discussed the games you play with your pupils?Base: All who play computer games in their leisure time (293)

  %
Yes: I have done so and expect to do so again 46
Yes: I have done so, but don't expect to again 2
No: I haven't done so, but I might do so in the future 16
No: I haven't done so, and I don't expect to do so in the future 34
Don't know/can't remember 1
 
Might do so in the future (codes A+C) 63
Don't expect to in the future (codes B+D) 36

Q3 Thinking about computer games that are primarily designed for entertainment, have you ever used them in the classroom for educational purposes?

  %
Yes 31
No 69
Don't know *

Q4 Again, thinking about computer games that are primarily designed for entertainment, do you think that in the future you would consider using them in the classroom for educational purposes?

  %
Yes 59
No 37
Don't know 3

Q5a Why would you consider using them in the classroom for educational purposes?Base: All who would use them in the classroom for educational purposes (598)

  %
They are on pupils' level/Interactive/Inclusive/motivational/ stimulating/engaging/fun 53
When appropriate/relevant to lesson/subject area/ the curriculum 18
Some have educational value/merit/relevance 10
As variety/additional learning tool 7
To improve maths and non-verbal reasoning skills 6
To improve logic/thinking skills 4
To improve hand-eye co-ordination/concentration and reaction skills 4
To improve ICT skills 3
To improve social/citizenship skills 2
To encourage creativity/imagination 2
To improve reading/writing/literacy skills 2
To engage boys 2
Can be illustrative of/simulate real life 2
To improve design and technology skills 2
As a starter exercise 1
Pupils can go at their own pace/work with no/little guidance from teacher 1
To improve literacy/Spelling /Writing skills 1
For historical/Factual content 1
As a reward 1
To support media studies teaching 1
To support revision *
To engage pupils with special needs *
To support geography teaching *
To support foreign language learning *
To support psychology teaching *
Can be higher quality than other resources *
To improve physics skills *
Other 7
Don't know *

Q5b Why would you not consider using them in the classroom for educational purposes?Base: All who would not use them in the classroom for educational purposes (368)

  %
Little/no educational value/relevance/purpose 33
Other resources are available/better 17
Pupils play enough at home/in free time 10
No time in the curriculum 10
Not appropriate to the subject I teach 8
Inappropriate content 8
Do not have sufficient access to computers/equipment 4
Don't know enough about them 4
Prefer more traditional teaching methods 3
Classroom disruption 2
Not appropriate to the age of children I teach 2
Not allowed to use them 1
Children cannot separate learning objective from entertainment factor 1
Do not have computers in my classroom/teaching area 1
Cost issues 1
Lack of time to research suitability *
Licensing issues *
Other 10
Don't know *

Q6 Thinking about computer games designed primarily for entertainment, do you think that the people who play these games learn any of the following through doing so?

  %
Motor/cognitive skills 91
ICT skills 77
Anti-social behaviour 71
Higher-order thinking skills 63
Knowledge in particular areas 62
A stereotypical view of other people or groups 62
Social skills 17
Other *
None of these *
Don't know 2

Q7 What practical barriers, if any, do you envisage there being to the use of computer games in the classroom?

  %
Access to equipment 49
Inappropriate nature of game content 14
The limitations of school ICT capability 12
Expense of games 11
The amount of preparation time required 7
Relevance to subject area 6
Relevance to the curriculum 6
Behaviour/Classroom management issues 5
Pupils unable to make the link between playing the game and the wider learning objectives 5
Objections from parents 4
Licensing issues 4
Pupils' negative attitudes 3
Classroom space 3
Teachers' knowledge 3
Differing abilities within a class 3
Objections from colleagues 3
Difficulty of assessing the work produced 2
Time constraints 2
Catering for SEN (special educational needs) pupils 1
Effects on pupils' social skills 1
Health and safety 1
Teacher's perceptions 1
Gender issues *
Objections from governing body *
Security issues *
Better things to do *
Duration of games *
Age issues *
Impact on pupils basic skills (literacy, numeracy) *
Maintenance of/looking after equipment *
Other 4
I do not know/envisage any barriers 13

More insights about Public Sector

Society