Exploring Teachers’ and First-Grade Students’ Perceptions of a Game Friendly School Project in a Primary School Context

Abstract

Games and play-based learning environments are increasingly recognised as valuable for supporting student engagement, social interaction, and positive school experiences. However, fewer studies have examined how school-wide game-friendly initiatives are experienced in early primary school contexts. This qualitative case study explored teachers’ and students’ perceptions of the Game Friendly School (GFS) project implemented in a private K–12 school in Türkiye. The project had been in place for approximately one year and included game-friendly arrangements in corridors and outdoor areas, such as wall games, mini basketball hoops, tic-tac-toe, table football, board games, floor tracks, playground markings, sports areas, and recycled-material goals. Data were collected from five first-grade teachers through an open-ended questionnaire and from 98 first-grade students through drawings and short written narratives. Teacher responses were analysed through thematic analysis, while student artefacts were analysed through content analysis. The findings suggest that the GFS project was perceived as supporting enjoyment, peer interaction, collaboration, and a positive school atmosphere. Teachers also highlighted age-appropriate design and safety considerations. Student drawings and narratives reflected play, friendship, movement, and happiness at school. The study offers contextual insight into how a school-wide game-friendly environment was experienced in one primary school setting.