Mathematics teachers’ perceptions regarding gamification: Knowledge, training and usefulness

Abstract

The use of gamification has become widespread in the teaching of mathematics, which has increased studies exploring its impact on students’ mathematical skills. However, research is limited when examining the attitudes of teachers of mathematics towards its use. Following a quantitative, transversal, and non-experimental approach, this study explores the perceptions of 104 mathematics teachers regarding their knowledge, training, and the usefulness of gamification for teaching the subject. For the data collection, a questionnaire is used, which includes items about gamification general knowledge, training in gamification, the use of gamification for teaching mathematics, and the usefulness of this strategy for teaching mathematics. Findings show positive opinions concerning the knowledge and usefulness of gamification. However, there is a general feeling of insufficient training, and that makes explicit the need to promote specific training to provide teachers with the necessary knowledge to use gamification.

Mathematics education; Game-based learning; Gamification; Teachers’ attitudes; Teacher education