‘It hooks them in, it’s straight in there’: leveraging game culture for learning in the Key Stage 2 science curriculum

Abstract

Engagement with game culture is an important component of young peoples’ lives yet little is known about the potential of drawing on this culture in the primary classroom science curriculum to improve engagement across diverse socio-economic cohorts. Therefore, the aim of the study was to understand the engagement potential of the distinct pedagogy of Checkpoint Magazine’s prepared lesson materials for Key Stage 2 Science, and to evaluate feedback on any perceived enhanced classroom learning that takes place. Using mixed methods, five teachers from four schools delivered a Key Stage 2 science lesson on classification. The teachers were interviewed, and we gathered questionnaire data from most of the children who participated in the lesson in each school. The findings were positive with both teachers and children reporting increased enjoyment and engagement with the learning process. The outcomes of this project have the potential to deliver more inclusive learning for young people.