Teachers who use games more often found greater improvement in their students’ learning across subject areas. However, the study also reveals that only 42 percent of teachers say that games have improved students’ science learning (compared to 71 percent in math), despite research suggesting that games are well suited for teaching complex scientific concepts. As Bring Your Own Device and 1:1 computing policies gain prominence in classrooms, it is of note that 37 percent of game-using teachers report digital games as being effective in improving students’ social skills, which is low compared to other skills queried. Teachers whose students primarily play together (in pairs, small groups, as a whole class) were more likely to report improvements in social skills than teachers whose students play alone. The survey also reveals that teachers would benefit from more comprehensive training to take better advantage of digital games. Of the teachers surveyed, just eight percent said they received training on digital game integration.