From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Abstract

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.