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SCHOOL LEADERS' PERSPECTIVES ON GAMING IN K-12 SETTINGS
McCoy, Lance
McCoy, Lance
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2025-05
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Policy, Organizational and Leadership Studies
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https://doi.org/10.34944/xzsn-wj61
Abstract
This mixed methods study explores how educational leaders perceive and support the integration of gaming in K-12 classrooms across the United States. Through survey responses from 63 school leaders and in-depth interviews with four selected participants, this research examines the conditions under which gaming is embraced or resisted in schools. Using descriptive and thematic analysis, this study focuses on three key questions: how leaders support teachers in gaming integration, what conditions encourage leadership support, and the types of gaming platforms or strategies leaders endorse.
Findings suggest that while some leaders recognize the educational value of gaming, widespread implementation is limited by access, equity, infrastructure, and professional development concerns. Significant differences in leader perception were observed across gender, school type, and race. This research contributes to the growing dialogue about 21st-century learning tools and challenges school leaders to critically reflect on how they champion or hinder innovative instructional practices like gaming in schools. The insights offer practical implications for policy, leadership training, and technology adoption in educational settings.
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