USING GAMES IN THE CLASSROOM Eleni Taratori 1 , Marina Kougiourouki 2 1 Professor, Democritus University of Thrace (GREECE) 2 Assistant Professor, Democritus University of Thrace (GREECE) etara@eled.duth.gr, mkougiou@eled.duth.gr Abstract The purpose of this study is to investigate the attitude of primary school teachers regarding the use of games in education. More specifically, an attempt is made to detect how frequently various forms of instructional games are applied in the implementation of teaching, the reasons why teachers prefer instructional games, the way teachers organize instructional games, the impediments they confront, and the reasons why students have a strong preference for games in the classroom. The findings suggest that primary school teachers regard games as an alternative instructional approach because they consider that instructional games contribute to the students’ creativity while aiding the development of their communication skills. Therefore, they organize instructional games aimed at creating a pleasant atmosphere in the classroom in order to activate students to participate in the activity, not only individually but collectively as well. Keywords: Games, instruction, interpersonal relationship development, creativity, collaboration. 1 INTRODUCTION The concept of game is associated for many with children and it is an activity that characterizes childhood [23] playing a significant role in both children’s personality formation and psychosomatic development, as well as in their adjustment to the surrounding environment. Usually, a student dedicates a part of the available free time to playing games in order to relax and rest, or for recreational purposes and association with peers. However, that which makes games attractive, is the fact that they satisfy curiosity, pique the imagination, contribute to cooperation, promote competitiveness and offer recognition [12]. Games, in the framework of teaching, take place within clearly identified boundaries in terms of space and time, they are subject to rules that have been previously decided upon and they contribute to the development of relations amongst the students. Game playing, as a vital element in human development, affects creativity, cooperation with others and receptiveness to stimulation [7, 17]. For this reason, it maintains a special place in the education process. Games in the classroom provide teachers with the possibility to diversify teaching as they offer a break from the monotony of the lesson [6]. For students, the educational game is a source of fun, relaxation and relief [16]. At the same time, however, it leads them to learning as it increases divergent thinking, it promotes trust, it helps in the development of alternative approaches and it reduces stress [13, 18, 19]. When the teacher, within the framework of the teaching process, applies a game, students are stimulated and participate with particularly great willingness which is not simply passing [2] and the teacher can discern attitudes characterized by regularity and consistency [1]. The results of studies [15] show the positive opinion of teachers towards games, as they consider that game playing activities stimulate student interest in active class participation, they contribute to learning by granting students the possibility to simplify and understand scientific meanings and they are very effective in improving students’ academic performance. While research findings from the last 15 years examine the contribution of the use of educational games in the involvement of students in learning and in the improvement of their performance [9, 14], few studies have been made to examine how students could benefit from such pioneering tools such as games [15, 25]. Games include not only physical activities, individual or group, but also mental exercises such as crossword puzzles, drawing, songs and acting, to which students participate spontaneously and with great willingness. Educational games include, beyond objectives, educational goals, rules regarding implementation, interaction and feedback, competition, challenges and fun [5, 24], while a necessary precondition for Proceedings of INTED2011 Conference. 7-9 March 2011, Valencia, Spain. ISBN:978-84-614-7423-3 005649