Educational digital game design in mathematics teaching: Perspectives of pre-service primary school teachers

This study aims to examine the perspectives of pre-service primary school teachers on the design and use of educational digital games (EDGs) in mathematics education. Specifically, it explores how teacher candidates conceptualize EDGs, their experiences with such tools, and the perceived effects on the teaching and learning process. A phenomenological research design was adopted, and participants were selected through purposive sampling. The study group consisted of 16 final-year students (10 female, 6 male) enrolled in the Department of Primary Education at the Faculty of Education, Pamukkale University during the 2023–2024 academic year. Data were collected via semi-structured interviews and analyzed using content analysis techniques. Findings indicate that participants commonly viewed digital games as primarily recreational and non-instructional, sometimes associated with negative consequences. In contrast, educational digital games were perceived as purposeful tools that foster learning, support student development, reinforce academic content, and increase engagement. Participants noted that integrating EDGs into mathematics lessons enhances both enjoyment and conceptual understanding, contributing to more effective and lasting learning experiences. The educational digital game developed by the researcher using the Scratch platform was positively received by the participants. It was praised for being curriculum-aligned, visually engaging, easy to use, and motivational. However, some participants reported usability issues related to the avatar's instructions and keyboard controls, while others pointed to sound and color effects as potential distractions. Additional feedback was provided regarding game pacing, duration, and the influence of visual components particularly the size of shapes on user interaction. Suggestions were offered to improve the functionality and user-friendliness of these features. The results are discussed in relation to the existing literature on digital games, educational technologies, and game-based learning in mathematics education. Keywords: Mathematics Education, Educational Digital Games, Pre-Service Teachers