An Exploratory Study of Predictors of Pre-Service Teachers’ Intention to Integrate Computer Games in Mathematics Education

Abstract

The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.

The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students

“…Taheri et al (2021), in the study of the relationship between creativity and academic achievement, showed that there is a positive and significant relationship between the components of creativity and academic achievement. Liu et al (2022) examined the function of computer games in adolescent behavior, the results showed that there is no difference between the mental ability of students who use computer games compared to students who do not use it. Cheah et al (2022) examined the effect of computer games on the development and motivation of learning geography in primary school children and showed that computer games can be used as formal educational tools for this course in formal educational environments.…”

“… Liu et al (2022) examined the function of computer games in adolescent behavior, the results showed that there is no difference between the mental ability of students who use computer games compared to students who do not use it.…”

Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

“…At the same time, teachers may view digital games as a distraction and not as advantageous for student practice as other tools, such as physical manipulatives. While some teachers believe that the games can be useful, they are not always viewed as the most beneficial tools of instruction and thus not always worth the time the games would take to incorporate into their teaching [30,31]. A fourth finding rests in the additional teaching load that including digital games brings for teachers, even amidst overall positive views of the use of digital games in the mathematics classroom more generally [29].…”

“…Even with positively held beliefs towards digital games, teachers occasionally hesitate to implement them in the classroom due to factors such as cost and an educational focus on increasing scores on standardized tests [33]. So, while beliefs held by the teacher about using digital games in math could indicate the likelihood of implementing them [32], it is not always the case [30,32].…”