Digital Games in Schools: A Qualitative Study on Teacher's Beliefs

Swiss teachers' beliefs about digital games in primary and secondary education form the focus of this qualitative study, which responds to a notable gap: games are widely played by young people, with 34 percent of Swiss youth reporting playing several times a week according to the 2020 JAMES study, yet they remain marginal in Swiss classrooms. The study frames four concepts (Serious Games, Game Design, Gamification, and Game Culture) and connects them to competencies in Switzerland's Curriculum 21, particularly within the Media and Informatics domain. Its investigation centers on five teachers, and it reports that initial teacher associations with games were mixed, ranging from perceptions of educational value and use as rewards or practice tools to views of games as time-wasters or inappropriate for school.

Interviews revealed that teachers initially held limited understanding of games but recognized advantages for motivation, individualized learning, and social skills. Their willingness to use games was conditional on games being simple, thematically relevant, low-effort, and carefully vetted. Teachers also identified risks, including weak learning value, addiction, social isolation, cost, and data protection concerns. Participants described games as a pervasive part of children's lives, present during breaks and at home, while their opinions diverged on whether schools should formally address the topic.

The findings align with prior research, notably that teachers who played games in their own childhood tend to hold more favorable attitudes. The authors conclude that teacher training and clearer guidance are needed to reduce prejudice and support effective classroom integration of digital games.