An investigation of classroom teachers' educational digital game designs for mathematics teaching and their opinions on the design process

Classroom teachers' educational digital game designs


  • Mehmet Akif Bircan mehmetakifbircan


The aim of this study is to determine the level of compliance of the educational digital game designs developed by the form teachers for teaching mathematics with the determined criteria and to analyze the opinions of the classroom teachers on the educational digital game design process. Case study, one of the qualitative research designs, was used in the research. The study group of the research consists of 19 form teachers working in public schools. During the research, in the first stage, form teachers were trained for 3 weeks through remote education on the development of educational digital games using the Scratch program, and in the second stage, the teachers were given 3 weeks to develop the games. In this second stage, online meetings were held with the working group every week, information was obtained about the development stages of their games and guidance was provided. In the study, the "Educational Digital Game Evaluation Rubric" was used to evaluate the educational digital games developed by the form teachers, and the "Semi-Structured Interview Form" was used to determine the teachers' views on the process. As a result of the research, it was concluded that the level of compliance of the educational digital game designs of the form teachers with all the determined criteria was slightly above the medium level in general, and that they got the highest score from coding/software in terms of compliance with the criteria, and the lowest score from the audio design criteria. In addition, form teachers stated that the educational digital game design process is beneficial for teachers, students and mathematics teaching in general; develop skills such as creativity, problem solving, critical thinking and information and familiarity with communication technologies; they expressed that mathematics teaching contributed positively to their professional competence.