Evaluation of scratch-based educational digital games from the perspectives of prospective teachers
This study evaluates educational digital games developed in Scratch from the perspective of prospective primary school teachers. This research investigated participants’ perceptions of educational digital games (EDGs), their experiences with these games, and their views on EDGs' contribution to mathematics instruction. The study used a phenomenological design, which is a qualitative research approach, and involved 16 final-year prospective teachers from the primary education department of a state university’s faculty of education during the 2023–2024 academic year. Data were collected through semi-structured interviews and analyzed using content analysis. Five themes emerged from the findings: the concept of educational digital games, their use in mathematics teaching, game design, challenges encountered in the games, and feedback on design. Participants defined EDGs as effective instructional tools that capture students’ attention, make learning enjoyable and lasting, and help to concretize abstract concepts. Overall, the findings suggest that educational digital games can enhance student motivation and conceptual understanding in mathematics education and serve as a valuable tool for developing pre-service teachers’ digital pedagogical competencies.
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Copyright (c) 2026 Ümran Şahin, Mustafa Mızrak
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Article Information
- Article Type Research Articles
- Submitted October 16, 2025
- Published March 30, 2026
- Issue Vol. 5 No. 1 (2026): Pedagogical Perspective (March)
- Section Research Articles
