The Case of a Multiplication Skills Game: Teachers’ Viewpoint on MG’s Dashboard and OSLM Features

Abstract

Educational games and digital game-based learning (DGBL) provide pupils interactive, engaging, intelligent, and motivating learning environments. According to research, digital games can support students’ learning and enhance their motivation to learn. Given the central role teachers play in the learning process, their perceptions of DGBL play a significant role in the usage and effectiveness of game-based learning. This paper presents the main findings of an online research on primary school teachers’ attitudes toward DGBL. Furthermore, the research investigates teachers’ opinions about the functionalities provided by the implemented Multiplication Game (MG) and the newly incorporated teacher dashboard. The MG is an assessment and skills improvement tool that integrates an adaptation mechanism that identifies student weaknesses on the multiplication tables and in its latest version also supports a strong social parameter. Students can be informed about their own progress as well as the progress of their peers in an effort to examine if social interaction or competition can increase players’ motivation, which is a subject that raised some concerns in the teaching community. The paper describes the functional options offered by the MG dashboard and documents the outcomes of an online survey conducted with the participation of 182 primary school teachers. The survey indicated the potential usefulness of MG and the benefits it can offer as a learning tool to improve pupil multiplication skills and help teachers identify individual pupil skills and difficulties and adapt their teaching accordingly. The analysis applied has found a correlation between teachers’ perceptions about MG and their view on using digital games in general.