Assessing how Game-Based Learning is Perceived in Irish Education

Despite a solid body of evidence on the effectiveness of Game-Based Learning, very few schools and universities have embraced this medium in Ireland. Recent research shows that, aside from the technological and educational qualities of GBL systems, educators are essential to a wider acceptance and use of video games. This paper will present results from a survey conducted in Irish universities and schools to determine how Game-Based Learning is perceived by teachers and lecturers. The survey, which was sent to Irish teachers and lecturers, assessed their teaching and gaming experience (e.g., use of ICT or gaming propensity), how they believe video games could help teaching and learning, whether they used video games in their teaching, and the factors that could either help or prevent the inclusion of video games in the classroom. The results show interesting trends, notably that, while games seem to be acknowledged for their educational and motivational benefits, more information needs to be provided to instructors in terms of empirical evidence and best practice. The author analyses the results of this survey and present implications for the Irish educational system, and European instructors at large.