{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T15:56:21Z","timestamp":1780502181116,"version":"3.54.1"},"reference-count":32,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2020,1,19]],"date-time":"2020-01-19T00:00:00Z","timestamp":1579392000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Information"],"abstract":"<jats:p>The adoption of games in the classroom has been studied from different angles, such as the readiness of teachers to use games or the barriers encountered. However, actual classroom practices with regard to the use of games have not been examined on a larger scale. With this research, we gave teachers a voice to report on their actual practices. We examined the current practices of a large sample of Estonian teachers (N = 1258, which constitutes almost 9% of the total Estonian teacher population) in primary and secondary education in 2017. We found that most of the teachers use games on a regular basis. Mainly, they use the games for motivation and alternation, but they also use them to consolidate and teach new skills. While awareness and motivation are high and experimentation on using games is widespread, practices appear fragmentary and not widely sustained. As a result of this study, we suggest the creation of an evidence base and a better integration of social support structures into teacher education. This is the first large-scale study to look into Estonian teacher\u2019s actual practices, and although Estonian teachers have relatively high autonomy and technical skills, we believe that these results and further investigations are applicable in other contexts as well.<\/jats:p>","DOI":"10.3390\/info11010055","type":"journal-article","created":{"date-parts":[[2020,1,20]],"date-time":"2020-01-20T04:27:09Z","timestamp":1579494429000},"page":"55","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["Giving Teachers a Voice: A Study of Actual Game Use in the Classroom"],"prefix":"10.3390","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7328-4177","authenticated-orcid":false,"given":"Triinu","family":"Jesmin","sequence":"first","affiliation":[{"name":"School of Digital Technologies and School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tobias","family":"Ley","sequence":"additional","affiliation":[{"name":"School of Digital Technologies and School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2020,1,19]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"21","DOI":"10.1016\/j.compedu.2013.02.010","article-title":"Acceptance of game-based learning by secondary school teachers","volume":"67","author":"Bourgonjon","year":"2013","journal-title":"Comput. 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