Supporting Teachers on Their Ludic Journey

The primary objective of this research is to re-center the role of the teacher within the discourse of digital games-based learning (DGBL). Challenging the prevailing teacher deficit model, which often attributes the failure of educational technology to a lack of teacher interest or skill, the analysis posits that teachers are thoughtful practitioners navigating complex, often misaligned, institutional systems. By utilizing Activity Theory as a framework, the research examines how structural factors—such as community support, available resources, and institutional rules—shape the integration of games in the classroom.

The findings are derived from a survey of 181 teachers across Swedish compulsory and upper secondary schools, supplemented by qualitative case studies. The data reveals three distinct trajectories of teacher engagement: cautious non-users who see potential but lack structural support; skeptics who experimented with games but discontinued use due to poor pedagogical outcomes or lack of perceived value; and advanced adopters who successfully integrate games but face significant sustainability barriers due to the high personal resource and time costs required.

The study concludes that the viability of game-based pedagogy is not merely a matter of individual teacher attitude but a result of systemic conditions. When innovative tools meet established school routines, tensions frequently arise between pedagogical goals and the practical realities of the classroom. To foster effective ludic learning, the research advocates for moving beyond top-down, push-driven innovation models. Instead, it calls for a collaborative approach that treats teachers as active co-designers and agents of change, ensuring that support systems are aligned with the actual needs and constraints of the teaching profession.