Educational Games in Teaching Mathematics among the Pre-Services Teachers

Abstract

Despite its popularity among students, many teachers are hesitant to use educational games as instructional aids. Addressing the challenges that are causing this reluctance is critical because educational games are backed by learning theory and a growing research basis. The objective  of this study is to investigate the use of educational games in teaching mathematics among pre-service teachers and to look into the hurdles to utilizing educational games in teaching mathematics among pre-service teachers. The mixed technique method is employed to carry out the research. With 60 preservice instructors, a convenience sampling strategy was adopted. Data gathered through surveys and interviews was analyzed using descriptive and thematic analysis. The conclusions from the objectives show that pre-service teachers agree that educational games of varying levels of difficulty are essential to include in teaching and learning to make learning more enjoyable. Pre-service teachers, on the other hand, stated that the high cost of resources prevents them from using instructional games in the classroom. Given these findings, a discussion of the difficulties in incorporating educational games is provided.