Abstract This paper examines the utilization of school library-based instructional games to improve practical reading skills among primary school students in Enugu State, Nigeria. Data were gathered from 522 participants, 12 librarians, 390 teachers and 120 students, using questionnaires, interviews, focus groups, and checklists, employing a mixed-methods descriptive survey methodology. The analysis of the data revealed that there is an apparent discrepancy between teachers' knowledge of the possibilities of educational games and their actual use. Although educators appreciated these games, they mainly employed traditional, teacher-centered approaches, relegating games to recreational purposes rather than academic ones. The report emphasizes the urgent need to remove systematic impediments through awareness campaigns, teacher training, curriculum reform, and improved resource allocation. Among the recommendations are: updating school libraries with digital and game-based tools, incorporating instructional games into courses, and encouraging students to have early exposure to technology. The study highlights the importance of aligning Nigeria, particularly Enugu State, with global trends in game-based pedagogy to enhance literacy rates.
Fagbemi et al. (Sat,) studied this question.
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