ReportEuropean Schoolnet
Video Games in European Schools: Results from the Games in Schools 2023-2024 Research Project
1 Nov 2024119 pages~335 min full read
While 53% of Europeans play video games and the industry exceeds €25 billion in annual revenue, only 36% of surveyed teachers currently use games in the classroom, with 63% explicitly requesting more professional training.
See it on page 12Teachers who do integrate games report significant improvements in student motivation, problem-solving, and psychological capital, noting particular efficacy for special-needs, low-performing, and female students.
See it on page 54The primary barriers to adoption include a lack of curriculum-aligned titles, insufficient hardware and broadband infrastructure, and parental concerns regarding screen time and data privacy.
See it on page 51Successful national initiatives, such as Poland's rollout of 'This War of Mine' and Sweden's 'Gamecamp' program, demonstrate that coordinated government funding and curated game libraries are essential for effective classroom integration.
See it on page 112Only 54% of the teachers who currently use games do so on a regular basis, highlighting a significant gap between initial adoption and sustained pedagogical implementation.
See it on page 42Industry bodies like Video Games Europe and EU programs such as Horizon Europe are actively positioning the gaming sector as a key partner for educational and wellbeing outcomes.
See it on page 12**Executive Summary – “Video Games in European Schools”** *(Based on the 2023‑2024 “Games in Schools” research project and the 25‑section document you provided)*
| **What we know** | **Key figures** | **Implications** | |------------------|----------------|------------------| | **Teacher attitudes & usage** | • 1 474 teachers surveyed in 26 EU countries <br>• 63 % want more training <br>• Only 36 % currently use games; of those, 54 % use them **regularly** | There is strong demand for professional development, but adoption is still limited. | | **Perceived benefits** | • Boosts motivation, engagement, and inclusive learning <br>• Improves visuospatial cognition, attention, problem‑solving, creativity, collaborative skills, psychological capital (self‑efficacy, hope, resilience) <br>• Particularly helpful for low‑performing, special‑needs, and female students who play heavily | Games can be a lever for equity and 21st‑century competencies, but the impact varies by design and context. | | **Barriers** | • Difficulty finding age‑appropriate, curriculum‑aligned titles <br>• Limited teacher expertise & time <br>• Insufficient hardware, licences, and broadband <br>• Parental concerns (screen‑time, data‑privacy, violence) <br>• Lack of clear pedagogical frameworks & assessment tools | Overcoming these obstacles requires coordinated policy, funding, and teacher‑support structures. | | **Enablers & best‑practice examples** | • **Belgium (Flemish)** – “Education meets Games” events, strong focus‑group outcomes <br>• **Italy** – IVIPRO EDU, Maker Camp (Minecraft), Lega Scolastica esports league <br>• **Poland** – Free national rollout of *This War of Mine* with teacher guide <br>• **Luxembourg** – Dedicated “Digital Science” subject, Play Seriously handbook <br>• **Sweden** – Gamecamp programme (97 % transition to higher‑education pathways) | Nationally coordinated programmes that combine funding, teacher training, and curated game libraries are the most successful. | | **Market context** | • European video‑game market > €25 bn annually, 115 000 employees <br>• 53 % of Europeans play; ~50 % are women <br>• Industry bodies (Video Games Europe) and EU programmes (Horizon Europe, Creative Europe) are already positioning games as tools for education, inclusion, and wellbeing | A large, growing industry is ready to partner with schools, but alignment on educational goals is still needed. | | **Research gaps**
