Classroom teachers' evaluation of game-based learning in primary school life science and social studies

The purpose of this study is to determine classroom teachers' evaluations of game-based learning in primary school life sciences and social studies courses. A qualitative phenomenological design was chosen for this study. The study group consisted of 38 classroom teachers in Kırşehir province, selected using maximum variation sampling. Data were collected via a semi-structured interview form and analyzed using the MAXQDA 20 program. The findings revealed a comparative analysis of the implementation methods, effects, and teachers' opinions and experiences of game-based learning in life sciences and social studies courses. The findings indicate that teachers have a positive approach to game-based learning in both courses, but the method is adopted for different functions depending on the course structure, objectives, and grade level. While fun, daily life connections, and affective development are prominent in life sciences, skill development, curriculum alignment, and motivation are emphasized in social studies. Game-based learning provides positive outcomes such as lasting learning, high engagement, and increased self-confidence in both courses. While classroom teachers teaching life studies classes associate the method more with experiential learning and practical skills, social studies classes focus on higher-level cognitive skills such as the concretization of abstract concepts and cultural awareness. While the reasons for their choice are similar, the challenges encountered in implementation differ; in life studies, classroom factors are prominent, while in social studies, external obstacles such as curriculum and infrastructure are prominent. Teachers attempt to overcome these challenges with student-focused strategies such as communication, motivation, and group activities. In game selection, adaptability to learning objectives, student interest, and improvisational approaches are prioritized; in game design, physical conditions and material preparation are prioritized in life studies, while technology use and outdoor activities are prioritized in social studies. In both courses, teachers' own creativity and collaborative approaches contribute to the effective implementation of the method. Teachers often report not having received formal training in game-based learning; however, they emphasize the need for training to implement the method more systematically and with greater support in the future. Game-based learning is considered an effective and flexible teaching approach that supports student motivation, engagement, and multidimensional development in both courses. Teachers believe that game-based learning activities have a supportive effect on learning, motivation, and engagement in Life Sciences and Social Studies courses. While it is emphasized that student motivation increases and a fun and free learning environment is created in Life Sciences, it is also highlighted that the boredom of the course decreases, resulting in high motivation and excitement in Social Studies. According to teachers, the game-based learning method offers a fun approach to acquiring daily life skills in Life Sciences and is effective in engaging students in abstract concepts in Social Studies. Teachers recommend developing games aligned with the objectives for both courses and actively involving all students in the process. The suggestion that games that consider individual differences should be given greater importance in Social Studies is noteworthy. Overall, game-based learning is considered an effective method that increases both motivation and engagement in these two courses and supports the learning process.