Teachers’ Awareness, Perceptions, and Professional Development towards Game-based Learning in Primary School Mathematics: A Needs Analysis

Abstract

This study explores primary school Mathematics teachers’ perspectives on the use of Game-based Learning (GBL), as an instructional strategy. Using a survey design, data were collected from 149 Mathematics educators in Vadodara through a structured questionnaire comprising Likert scale items. The study aimed to assess teachers’ awareness, perceptions, willingness, confidence, prior experience, and views on the need for further training and research related to GBL in Mathematics. Findings revealed that while most teachers are aware of GBL and believe in its potential to enhance student engagement, many lack confidence and adequate training to implement it effectively. Teachers expressed strong interest in professional development and emphasised the importance of access to quality resources. The study also highlights the necessity of aligning GBL strategies with constructivist principles and real-life applications to make Mathematics more meaningful for students. Based on the insights gained, the study offers recommendations for policy makers and school leaders to support the integration of GBL in primary Mathematics education through targeted training, resource development, and ongoing research. These findings contribute to understanding the support systems required to enhance Mathematics learning through innovative and student-centred teaching approaches.