ReportEuropean Schoolnet
Videojuegos en Aulas Europeas: Resultados del Proyecto de Investigación 'Juegos en las Escuelas 2023-2024'
1 Nov 2024134 pages~383 min full read
36% of the 1,474 European teachers surveyed currently integrate video games into their lessons, with over half of those users employing them regularly.
The primary barriers to adoption are the difficulty of finding age-appropriate, curriculum-aligned, and GDPR-compliant games (45%) and technical limitations such as inadequate hardware or internet access (42%).
Teacher digital competence has risen to a self-reported 7.7/10 since the 2009 baseline, supported by more positive attitudes and increased backing from school leadership.
Empirical evidence from 2009–2024 confirms that games, when aligned with learning objectives, produce modest gains in intrinsic motivation, STEM and language achievement, and collaborative behaviors.
Despite positive trends, the field lacks rigorous longitudinal data and suffers from inconsistent definitions, making the effects of gaming on higher-order cognition remain uneven.
Effective implementation is currently hindered by systemic issues including chronic under-funding, rigid curricula, parental skepticism, and a lack of teacher compensation or professional development time.
The study evaluates how video‑games are being integrated into European primary and secondary classrooms and argues that, while games hold clear potential to enhance motivation, cognition and 21st‑century competencies, systematic support is still required to translate research into widespread practice. A 2023‑2024 survey of 1,474 teachers across 26 European nations reveals that 36 % already employ games in lessons, with more than half of those using them regularly and favouring puzzle‑ or narrative‑driven titles. The principal barriers reported are the difficulty of locating age‑appropriate, curriculum‑aligned and GDPR‑compliant games (45 %) and technical constraints such as insufficient hardware or internet access (42 %). Compared with a 2009 baseline, teachers now rate their digital competence higher (7.7 / 10), display more positive attitudes, and receive stronger backing from school leadership, yet further investment in training, infrastructure and coordinated policy is deemed essential.
A comprehensive taxonomy distinguishes action, adventure, RPG, simulation, sport and hybrid genres, and separates commercial‑off‑the‑shelf titles, serious games, gamified tools and game‑based learning approaches. Empirical work from 2009‑2024 consistently shows modest gains in intrinsic motivation, STEM and language achievement, spatial and attentional skills, and collaborative behaviours when games are thoughtfully aligned with learning objectives. Nonetheless, effects on higher‑order cognition remain uneven, and the literature suffers from heterogeneous definitions, limited longitudinal data and a scarcity of rigorous experimental designs.
Country‑level case studies illustrate both promise and obstacles. Inclusive esports programmes in Italy, digital‑science curricula in Luxembourg, and language‑focused game pilots in Poland and Romania demonstrate measurable improvements in communication, critical thinking and resilience, while chronic under‑funding, outdated hardware, parental scepticism, gender gaps and rigid curricula impede broader adoption. Across the region, teachers cite insufficient professional development, lack of time and compensation, and uncertainty about content safety as persistent challenges.
The overarching recommendation is a coordinated European framework that provides an ethically vetted, GDPR‑compliant repository of educational games, systematic teacher training, robust infrastructure funding, and longitudinal research to validate cognitive and health outcomes. By aligning industry partnerships, policy incentives and evidence‑based pedagogy, the initiative seeks to close the gap between game research and classroom practice, fostering inclusive, engaging learning environments throughout Europe.
