Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
David Reid, Ph.D.
Richard Blissett, Ph.D.
Marc Cicchino, Ed.D.
Educational technology, Digital Gaming, 21st-Century Skills, Middle School
Teacher Perceptions of digital gaming and 21st-century skills in Middle School classrooms
The purpose of this research was to capture teacher perceptions on the use of digital gaming in the learning environment of middle school classrooms. Additionally, to speak to perceptions on learning of 21st-century skills such as communication, collaboration and critical thinking.
This study of two middle schools in the same district in suburban New Jersey was utilized for capturing the ideas of teachers who employed a variety of digital games in the classroom as part of their learning objectives.
An interview protocol was utilized to direct questions around ideas with a focus on: game types, game objectives and observations of learning, as well as perceptions around the assessment of learning. Interviews were conducted with educators both individually and in a group to compile their perspectives on how games can be utilized towards a learning target, specifically to support 21st-century skills. The digital games came in the form of a variety of formats and utilized for different intents, but purposefully integrated to support constructivist learning styles and foster learning.
This study contributed information to the literature regarding digital gaming and learning, inclusive and beyond that of engagement. Recommendations for educational leaders and policy makers were outlined as well as suggestions for future research relevant to these ideas were also included.
Omegna, Elizabeth, "Teacher Perceptions of Digital Gaming and 21st-century skills in the Middle School Classroom" (2020). Seton Hall University Dissertations and Theses (ETDs). 2774.