Examining mobile game experiences of prospective primary school teachers and their game designs about teaching math

Abstract

In this study, we aimed at introducing to prospective primary school teachers how to present apattern of numbers through designing a mobile game according to the Theory of Didactical Situations(TDS). Additionally, the games developed by teacher candidates were examined. In our study, the casestudy method was used, which is one of the qualitative research methods. The participants were 17prospective primary school teachers (9-females, 8-males). The data were collected through videocameras, audio recorders, and files that include game designs of prospective teachers. In data analysis, theactions concerning mobile gaming experiences of prospective teachers were conducted according to theTDS stages. The games designed by prospective teachers were examined in terms of basic gamificationcriteria. Findings of the study; it was demonstrated that mobile games designed according to TDS supportthe prospective teachers in many aspects, such as developing a milieu for using gamification in teachingmath, internalizing processes of reflecting gamification criteria to the game, and positively influencing theaffective characteristics. Moreover, concerning gamification criteria, it was determined that someprospective teachers are successful at gamification of mathematical knowledge; however, most of themhave difficulties in game designing, particularly in giving feedbacks about games.