Abstract
Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.
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