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Is Digital Game-Based Learning Possible in Mathematics Classrooms?: A Study of Teachers' Beliefs

Is Digital Game-Based Learning Possible in Mathematics Classrooms?: A Study of Teachers' Beliefs

Ljerka Jukic Matic, Myrto Karavakou, Marianthi Grizioti
Copyright: © 2023 |Volume: 13 |Issue: 1 |Pages: 18
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781668479735|DOI: 10.4018/IJGBL.323445
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MLA

Matic, Ljerka Jukic, et al. "Is Digital Game-Based Learning Possible in Mathematics Classrooms?: A Study of Teachers' Beliefs." IJGBL vol.13, no.1 2023: pp.1-18. http://doi.org/10.4018/IJGBL.323445

APA

Matic, L. J., Karavakou, M., & Grizioti, M. (2023). Is Digital Game-Based Learning Possible in Mathematics Classrooms?: A Study of Teachers' Beliefs. International Journal of Game-Based Learning (IJGBL), 13(1), 1-18. http://doi.org/10.4018/IJGBL.323445

Chicago

Matic, Ljerka Jukic, Myrto Karavakou, and Marianthi Grizioti. "Is Digital Game-Based Learning Possible in Mathematics Classrooms?: A Study of Teachers' Beliefs," International Journal of Game-Based Learning (IJGBL) 13, no.1: 1-18. http://doi.org/10.4018/IJGBL.323445

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Abstract

The literature reports that while digital educational games are used in the elementary classroom, they are rarely, if ever, used in the upper secondary mathematics classroom. In order to investigate this situation, a survey was conducted to determine what upper secondary school mathematics teachers think about digital games and what obstacles and limitations they perceive in using DGBL as a teaching approach. The results indicate that mathematics teachers view digital games as a useful teaching tool; however, the lack of knowledge about teaching with digital games and shortage of appropriate games for teaching upper secondary mathematics seems to discourage them from using them as a main teaching tool. These findings imply that professional development should be designed with a focus on teacher training. Furthermore, the development of constructionist-based games should be considered, where games are based on meaning-making rather than practicing mathematical content, as has previously been the case.