Abstract
<p>Educators and researchers have increasingly examined whether commercial video games can support learning and social-emotional development in young people, yet the evidence base rarely distinguishes commercial, entertainment-first titles from games purpose-built for instruction. This study examined how classroom use of commercial video games related to self-reported learning, communication, and social-emotional outcomes among elementary-level students in the United States. Using a mixed-methods, cross-sectional design, survey and interview data were collected from 540 participants (490 students, 50 teachers) recruited from schools already using video games in the classroom. Descriptive results indicated broadly positive perceptions of video games as a learning tool: most respondents associated video game use with improved communication skills, goal-setting behaviour, and social-emotional development. Qualitative interview data further suggested that engagement, interactive game design, and the teacher's facilitation role were central to these perceived benefits. The findings are discussed in relation to experiential learning theory and the emerging literature distinguishing commercial from purpose-built educational games. Limitations relating to sampling method and self-report design are addressed directly, and recommendations for more rigorous follow-up research are proposed.</p>