How are DGBL techniques being used as educational tools in primary school classrooms to support learning and what impact do they have on students’ classroom experiences?

Young, Eve (2025) How are DGBL techniques being used as educational tools in primary school classrooms to support learning and what impact do they have on students’ classroom experiences? Doctoral thesis, University of East Anglia.

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Abstract

In 2023, the UK government produced a framework to encourage further exploration on video games and related technology. Within Chapter One (Section 1.2) of this framework, the research potential for video games and education is explored through potential research questions. One research question asks: ‘how are games used for teaching and learning, and what is their value in supporting learning?’. The current project aims to explore this question through a qualitative perspective on how DGBL is being used within classrooms, and what experiences, positive or negative, students are having whilst engaging with this novel pedagogical tool.

This qualitative study conducted 3 focus groups of 3-6 school staff (n=13), and 2 focus groups of 5 students (n=10) to gather both group‘s views. One student focus group was with a group of children who attended a Learning and Cognition Specialist Resource Base (SRB). The other student group was held with children attending a mainstream primary school. After transcription, the data was analysed using Thematic Analysis, following Braun & Clark’s (2006) six-stage process to identify themes and commonalities within the data. The results are discussed and the potential merits and pitfalls of utilising DGBL within classrooms will be explored, with recommendations made on how to shape future iterations of DGBL tools.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	13 Apr 2026 08:27
Last Modified:	13 Apr 2026 08:27
URI:	https://ueaeprints.uea.ac.uk/id/eprint/102758
DOI:

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