Research of the influence of Pedagogical Game-Based on Student Mathematics Learning

The study sought to investigate the perceptions of Mathematics teachers and students on the implementation of the Pedagogical Game-based Learning model; how the use of Pedagogical Game-based Learning mode enhances teaching primary students’ mathematics, and the challenges associated with the performance of Pedagogical Game-based Learning model practices in teaching primary students in the Yaoundé Metropolis in Cameroon. The study adopted a descriptive case study approach to involve eight mathematics teachers and forty primary students in the study. A semi-interview guide was the primary research instrument that was adopted for data collection. This enabled an in-depth description of the context and use of pedagogical game-based teaching strategies in teaching mathematics. The thematic analysis was adopted in analyzing the transcribed data from the interview sessions with both teachers and students. The study found that both teachers and students have a positive perception and experience demonstrated a high level of understanding of the role and value of digital technologies in terms of supporting learning and teaching. Mathematics teachers used the Pedagogical Game-based Learning model in various ways to help primary students’ education, including offering rich learning resources, multimodal tools, game scenarios, and in-built instruction and feedback. Digital gameplay, when used once daily over the teaching period, was found to enhance student engagement and interest in learning; many students, however, we're concerned about its effect on academic achievement and eyesight. Teachers indicated some of the obstacles they faced, such as large class size, difficulty evaluating learning outcomes, balancing fun and learning, and compelling game–classroom integration. They further added that minimal faculty interest, ambiguous instructional goals, and indeterminate strategies should be addressed to sustain successful results when utilizing the pedagogical game-based learning model