Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

Considerando que o processo de elaboração, aplicação e refinamento de tarefas que façam uso de TDIC configura-se como uma importante atividade no âmbito do ensino, o objetivo deste texto é apresentar uma reflexão sobre os resultados de uma experiência de ensino na qual foi proposta uma tarefa com uso do Geogebra na disciplina de Cálculo Diferencial e Integral. Para tanto, adota pressupostos da pesquisa baseada em design e apresenta uma análise retrospectiva de dados oriundos do trabalho com uma tarefa para exploração de ideias necessárias à compreensão do conceito de derivadas. Como resultado desta reflexão, evidencia-se uma suposta “falha” na interação entre os estudantes e o aplicativo, relacionada com aspectos do ambiente de aprendizagem, por sua vez inter-relacionados entre si, a constar: o enunciado da tarefa; a TDIC; a interpretação das ações, explicações e interação dos estudantes; a interação entre professor e estudantes no processo de formalização. Este resultado confirma a importância de uma análise integrada de experiências de ensino e permite apontar sugestões específicas para um melhoramento da interação entre os estudantes e o aplicativo em termos de elaboração da tarefa e do ambiente de ensino e de aprendizagem.

This paper presents a conceptual model for creating digital educational games that aim to reduce mathematics anxiety (MA) and promote positive emotional engagement in mathematics education. No empirical data were collected or analyzed; the proposed model is based on a synthesis of theory and empirical findings from prior studies. Drawing on Control-Value Theory and recent meta-analyses and systematic reviews, the model identifies key psychological mechanisms underlying MA and proposes game features that address both cognitive and emotional domains. Adaptive difficulty and feedback, safe error handling, narrative, collaborative play, emotional regulation tools, mastery-oriented low-stakes practice, and non-competitive progress tracking are all discussed in terms of their theoretical foundation and empirical support. The paper explains how these features can improve learners’ perceived control and value, reducing anxiety while increasing motivation, self-efficacy, and engagement. The proposed model combines game design principles with evidence-based intervention strategies to provide guidance for the future development and evaluation of anxiety-reducing digital math games. This framework is intended to help researchers and practitioners create digital games that effectively support students with high math anxiety and improve mathematics education outcomes.