Literacy Educators' Attitudes on Video Games and Learning

A survey of 328 elementary literacy teachers in the Midwestern United States examines how educators perceive video games in relation to student learning, and whether those perceptions translate into classroom practice. The study finds that teachers hold strongly favorable views of games: large majorities believe games enhance student motivation (87.2%), engagement (87.8%), and learning (74.7%), and 82.3% agree that games can be used to strengthen English language arts instruction. Most also regard gaming as central to contemporary youth culture and as a form of digital literacy practice.

Despite these positive attitudes, actual integration is limited. Only about 37 to 38 percent of respondents report regularly incorporating video games into their literacy teaching, and roughly a third remain skeptical of their educational value. A key explanation emerges from training data: just 14 percent of teachers recall receiving instruction in game-based learning during their teacher preparation programs.

The authors conclude that this creates a notable gap between teachers' favorable perceptions and their willingness or ability to implement games. Their findings align with research supporting game-based learning, though the broader literature is mixed, with some studies reporting learning benefits and others stressing the importance of instructional support. The authors therefore call for expanded professional development and teacher education, along with further research into effective classroom practice.