Eleni Kougioumtzidou, Kafenia Botsoglou, Nikolaos Zygouris


Over the last decade, in addition to their entertainment dimension, digital games, have been used as teaching and learning tools. International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student’s learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011). This research aimed to computer science teachers and primary education teacher’s perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. One hundred twenty teachers participated (70 computer science teachers and 50 teachers), by completing a questionnaire of fifteen questions, on a Likert scale and two open-ended questions. Results demonstrated that both teachers and computer educators agree that the use of digital games is a "good" practice, which enhances and enriches the learning process, provides motivation, and is an effective learning tool. Their design should be addressed to students’ personal needs and be based on learning principles. However, it has been observed that computer educators are the ones who use digital games in their teaching, more often as opposed to teachers. The main obstacles that prevent teachers from using technology in their classrooms are the lack of infrastructure, motivation, training, as well as the time available. The elements that seem to be taken into consideration by a teacher, in order to capitalize on digital games in the educational process, are personal needs and students’ particularities, as well as preparation, feedback and the setting of limits by the teachers. Research findings could be utilized in both digital play use in education and in its development, as a learning tool.


Article visualizations:

Hit counter


digital games, primary education, barriers, teachers, use of digital games, teaching

Full Text:



Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ perceptions of the use of computer-assisted language learning to develop children’s reading skills in English as a second language in the United Arab Emirates. Early Childhood Education Journal, 42(1), 29-37.

Ally, M. (2009). Mobile learning: Transforming the delivery of education and training. Athabasca University Press

Anyaegbu, R., Ting, W., & Li, Y. I. (2012). Serious game motivation in an EFL classroom in Chinese primary school. Turkish Online Journal of Educational Technology-TOJET, 11(1), 154-164.

Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S., Louchart, S. & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391-411.

Baek, Y. (2008). What Hinders Teachers in Using Computer and Video Games in the Classroom? Exploring Factors Inhibiting the Uptake of Computer and Video Games, Ανακτήθηκε 30/8/2019

Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11(6), 665-671.

Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and learning with the net generation. Innovate: Journal of Online Education, 3(4).

Becker, K. & Jacobsen, D. M. (2005). Games for learning: are schools ready for what’s to come? Proceedings of DiGRA 2005 Conference “Changing Views – Worlds in Play”. Vancouver, Canada: Digital Games Research Association (DiGRA).

Becker, K. (2007). Digital game‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488.

Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35.

Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., &Valcke, M. (2013), Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21–35.

Can, G., & Cagiltay, K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Journal of Educational Technology & Society, 9(1), 308-321.

Çankaya, S., & Karamete, A. (2009). The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games. Procedia-Social and Behavioral Sciences, 1(1), 145-149.

Castellar, E. N., All, A., De Marez, L., & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers & Education, 85, 123-133.

Chen, C. H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212.

Chik, A. (2011). Digital gaming and social networking: English teachers' perceptions, attitudes and experiences. Pedagogies: An International Journal, 6(2), 154-166.

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. Erhel

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686.

Creswell, J. W. (2011). Η έρευνα στην εκπαίδευση. Σχεδιασμός, διεξαγωγή και αξιολόγηση της ποσοτικής και ποιοτικής έρευνας. Αθήνα: Ίων/Έλλην.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80-91.

De Aguilera, M., & Mendiz, A. (2003). Video games and education: (Education in the Face of a “Parallel School”). Computers in Entertainment (CIE), 1(1), 1-10.

Demirbilek, M., & Tamer, S. L. (2010). Math teachers’ perspectives on using educational computer games in math education. Procedia-Social and Behavioral Sciences, 9, 709-716.

Drugaş, M. (2014). Educational video games in the middle: Parents, psychologists, gamers. A pilot study. Romanian Journal of School Psychology, 7(13), 25-41.

Echeverría, A., García-Campo, C., Nussbaum, M., Gil, F., Villalta, M., Améstica, M., & Echeverría, S. (2011). A framework for the design and integration of collaborative classroom games. Computers & Education, 57(1), 1127-1136.

El Mawas, N. (2014, May). An architecture for co-designing participatory and knowledge-intensive serious games: ARGILE. In 2014 International Conference on Collaboration Technologies and Systems (CTS) (pp. 387-394). IEEE.

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.

Ertzberger, J. (2009, March). An exploration of factors affecting teachers’ use of video games as instructional tools. In Society for Information Technology & Teacher Education International Conference (pp. 1825-1831). Association for the Advancement of Computing in Education (AACE).

Felicia, P. (2009). Digital games in schools: A handbook for teachers. Brussels, Belgium: European Schoolnet.

Gaudelli, W., & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70- 91.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-learning and Digital Media, 2(1), 5-16.

Gee, J. P. (2005a). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37.

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.

Hamari, J., & Nousiainen, T. (2015, January). Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. In 2015 48th Hawaii International Conference on System Sciences (pp. 682-691). IEEE.

Huizenga, J. C., Ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers & Education, 110, 105-115.

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.

Kali, Y., Orion, N., & Mazor, E. (1997). Software for assisting high-school students in the spatial perception of geological structures. Journal of Geoscience Education, 45(1), 10-21.

Kebritchi, M. (2010). Factors affecting teachers' adoption of educational computer games: A case study. British Journal of Educational Technology, 41(2), 256-270.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443.

Kirriemuir, J., & McFarlane, A. (2003). Use of computer games in the classroom. Proceedings of the Level Up Digital Games Research Conference. Utrecht, Netherlands. Utrecht University.

Kutner, L. A., Olson, C. K., Warner, D. E., & Hertzog, S. M. (2008). Parents' and sons' perspectives on video game play: A qualitative study. Journal of Adolescent Research, 23(1), 76-96.

Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004, April). More than just fun and games: Assessing the value of educational video games in the classroom. In CHI'04 extended abstracts on Human factors in computing systems (pp. 1375-1378).

Liu, E. Z. F., & Lin, C. H. (2009). Developing evaluative indicators for educational computer games. British Journal of Educational Technology, 40(1), 174-178.

Marne, B., Wisdom, J., Huynh-Kim-Bang, B., & Labat, J. M. (2012, September). The six facets of serious game design: a methodology enhanced by our design pattern library. In European conference on technology enhanced learning (pp. 208-221). Springer, Berlin, Heidelberg.

Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning. A review of the literature.

Noraddin, E., & Kian, N. T. (2015). Three learning potentials in digital games: perception of Malaysian university teachers. Journal of E-learning and Knowledge Society, 11(2).

Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the net generation. Educating the net generation, 2(1-2), 20.

Olson, C., K. (2010). Children’s motivation for video game play in the context of normal development. Review of General Psychology, 4(2), 180-187.

Overbay, A., Patterson, A. S., & Grable, L. (2009). On the outs: Learning styles, resistance to change, and teacher retention. Contemporary Issues in Technology and Teacher Education, 9 (3), 356–370

Pastore, R. S., & Falvo, D. A. (2010). Video games in the classroom: Pre- and in-service teachers' perceptions of games in the K-12 classroom. International Journal of Instructional Technology and Distance Learning, 7(12), 49-57.

Pastore, R. S., & Falvo, D. A. (2010). Video games in the classroom: Pre- and in-service teachers' perceptions of games in the K-12 classroom. International Journal of Instructional Technology and Distance Learning, 7(12), 49-57.

Prensky, M. (2007). Digital game-based learning. Retrieved from

Prensky, M., (2007). Digital game-based learning, ανακτήθηκε στις 15/12/2016

Ray, B., & Coulter, G. A. (2010). Perceptions of the value of digital mini-games: Implications for middle school classrooms. Journal of Computing in Teacher Education, 26(3), 92-100.

Rice, W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Ανακτήθηκε 5/5/2018.

Ritterfeld, U., & Weber, R. (2006). Video games for entertainment and education. Playing video games: Motives, responses, and consequences, 399-413.

Ritzhaupt, A. (2010). Teacher Experiences on the Integration of Modern Educational Games in the Middle School Mathematics Classroom. Ανακτήθηκε 5/6/2018

Sánchez-Mena, A., & Martí-Parreño, J. (2017). Teachers’ acceptance of educational video games: A comprehensive literature review. Journal of e-Learning and Knowledge Society, 13(2).

Saragih, S. (2016). The profile of communication mathematics and students’ motivation by joyful learning-based learning context Malay culture. Journal of Education, Society and Behavioural Science, 1-16.

Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st-century skills development. Journal of Research on Technology in Education, 42(4), 409-425.

Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st Century skills development. Journal of Research on Technology in Education, 42(4), 409–425.

Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105-111.

Simpson, E., & Stansberry, S. (2009). Video games and teacher development: Bridging the gap in the classroom. In Games: Purpose and potential in education (pp. 163-184). Springer, Boston, MA.

Smith, M. K. (1999). Learning theory. The encyclopedia of informal education.

Squire, K. (2005). Changing the game: What happens when video games enter the classroom?. Innovate: Journal of online education, 1(6).

Urh, M., Vucovic, G., Jereb, E., Pintar, R., (2015). The Model for Introduction of Gamification into E-learning in Higher Education. Ανακτήθηκε 30/5/2018.

Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466-474.

Wernbacher, T., Pfeiffer, A., Wagner, M., & Hofstätter, J. (2012, October). Learning by playing: can serious games be fun. In Proceedings of 6th European Conference on Games Based Learning (pp. 534-541).

Younis, B., & Loh, C. S. (2010, July). Integrating serious games in higher education programs. In Academic Colloquium.

Ίσαρη, Φ., Πουρκός, Μ. (2015). Ποιοτική Μεθοδολογία Έρευνας. Εφαρμογές στην Ψυχολογία και την Εκπαίδευση. Αθήνα: Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα

Μαρκούζης, Δ. & Φεσάκης, Γ. (2014). Ανασκόπηση εκπαιδευτικών ερευνών για σοβαρά παιχνίδια στην τυπική εκπαίδευση. Στο Π. Αναστασιάδης, Ν. Ζαράνης, Β. Οικονομίδης & Μ. Καλογιαννάκης, (Επιμ.). Πρακτικά 9ου Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή «Τεχνολογίες της Πληροφορίας & Επικοινωνιών στην Εκπαίδευση». Ρέθυμνο: Πανεπιστήμιο Κρήτης.


Copyright (c) 2023 Kougioumtzidou Eleni admin, Botsoglou Kafenia, Zygouris Nikolaos

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


Hit counter