The impact of emergency remote teaching on computer games students’ self-efficacy and readiness for online learning during COVID-19 lockdown

The COVID-19 pandemic prompted a sudden transition to emergency remote teaching, which demanded greater flexibility and learner autonomy among students. While computing-related disciplines generally exhibit a higher degree of digital adaptability, an examination of computer games education as an emerging field that bridges technical and creative skillsets may offer insights into how students adapt to online learning. This paper reports on a study exploring the impact of emergency remote teaching on computer game students’ self-efficacy and readiness for online learning during the pandemic lockdown. A questionnaire survey involving 103 undergraduate students from computer game courses in the UK was conducted to explore how students’ confidence and belief in their abilities influenced their preparedness for online learning. Findings revealed that self-efficacy positively correlates with and predicts readiness, highlighting the importance of enhancing students’ confidence and belief in their abilities to enhance preparedness for remote learning environments. While participants valued flexibility and self-paced learning, they also reported reduced interaction and collaboration among peers. These contrasting experiences highlight the importance of developing hybrid learning models that combine the accessibility of online modes with the social and collaborative dimensions of in-person learning, offering practical implications for designing more supportive and inclusive computer games education.