This study investigates current uses of video games within secondary classrooms in Australia, and the ways this is impacted by teacher attitudes and experiences. First, a thorough systematic review of current literature surrounding video games in secondary classrooms was conducted. The review indicated that current research regarding video games and education is primarily concerned with short-term interventions, and often does not take into consideration the context of wider teaching activities. The review further found that research in the Australian context is limited, and primarily qualitative in nature. Second, a survey of Australian secondary teachers was conducted to explore teacher attitudes towards video game based learning, and to identify promoters and barriers to the adoption of video games. Results indicated teacher beliefs were positive regarding the ability of video games to increase student interest and engagement, and to teach real-world skills. External support for video games and the frequency of teacher video game use in their own practice significantly influenced teacher attitudes. The opportunities for building on the limited research within an Australian context means this study contributes to building a comprehensive body of research that accounts for teacher attitudes and uses of video games within Australian secondary classrooms
