Teacher’s and prospective-teacher’s perceptions of mobile math game “Proadventure” implementation in mathematics learning

Abstract

Teaching mathematics through mobile games has been praised because of its potential as a motivating and engaging learning strategy. Yet, it is still a debatable issue in education and has received several criticisms. Modern teaching methods believe that involves student actively in the learning process may improve learning outcome. Although the current curriculum has design learning process to make students to be active in the classroom, but it does not adjust to the character of students in the 21st century. They are familiar with smartphones, internet, and mobile games. Mobile games are among the most popular application for student in primary schools and junior high schools. Student learning activities tend to be less because students are more interested in using their time to play games than to study from books. Theoretically, well designed gamification can improve learning, but qualitative investigations are required to disclose how a mobile game should be from teacher’s perceptions. This qualitative research aims to describe teacher’s and prospective-teacher’s perceptions on the use of mobile game “Proadventure”. Based on data collected via online questionnaires, the study acquires the possibility of the influence from the use of mobile games edutainment to support the process of learning mathematics.