Students in today's classrooms are immersed in technology outside the classroom walls, and then they enter classrooms without the use of any technological tools, and they doubt the relevance of education. To determine the impact of technology used in the classroom, this qualitative phenomenological research study's methodology gathered data using anonymous surveys and in-depth interviews. Consequently, the students' voices were heard as they described their experiences in the Game Design Classes held in a small community college in the southwest. One hundred invitations were sent out to students and 40 responded and the in-depth interviews followed the Seidman model. The research questions reflected the students' feelings about the impact of the technological tools used in the class on the success of learning game design concepts, as well as their motivation to continue in the game design field. The results were 100% of the students continuing in the game design field, as well as the documentation that the use of video and pdf tutorials, computer programs, and interactive short discussions in the classrooms improved the students' success in learning. The implications are educators need to listen to the voices of their students and make sure that their curriculum reflects the world of the students. Also, the data gathered from this study implies that more research is needed such as: comparing classroom with technology and without, professional development opportunities for educators, funding barriers for getting technology inside the classrooms, but always continually listening to the voices of all the students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]