Examining primary school educators' preferences for using digital versus non-digital games to support mathematics instruction

Figures & data

Table 1. Percentage of lessons in which participants reported playing games by setting by game mode.

	Median	Q1	Q3	Min	Max
Whole-Class Games: Overall	63%	31%	80%	9%	100%
Whole-Class Games: Digital	20%	10%	40%	0%	95%
Whole-Class Games: Non-Digital	51%	22%	79%	6%	100%
Small-Group Games: Overall	60%	30%	78%	0%	100%
Small-Group Games: Digital	11%	3%	25%	0%	100%
Small-Group Games: Non-Digital	60%	30%	80%	0%	100%

Table 2. Spearman correlation coefficients by setting by game mode: teaching experience and year level taught.

	Teaching experience (years)	Year level taught
Whole-Class Games: Overall	.14	.03
Whole-Class Games: Digital	–.02	.11
Whole-Class Games: Non-Digital	.08	.01
Small-Group Games: Overall	.03	–.10
Small-Group Games: Digital	–.01	.27*
Small-Group Games: Non-Digital	.04	–.10

*p = .017.

Figure 1. Participant preferences for non-digital versus digital games by setting.

Table 3. Mean game mode preference scores by setting by experience level.

	Mean	SD	N
Whole-Class Games: Overall	3.77	0.93	111
More than 10 years experience	3.94	0.82	66
10 or less years experience	3.53	1.04	45
Small-Group Games: Overall	4.00	0.88	111
More than 10 years experience	4.21	0.76	66
10 or less years experience	3.69	0.97	45

Note: A mean score above 3 indicates an average preference for non-digital games over digital games, with a higher score indicating a stronger preference.

Table 4. Mean game mode preference scores by setting by year level taught.

	Mean	SD	N
Whole-Class Games: Lower Primary	3.79	0.88	28
Whole-Class Games: Upper Primary	3.58	0.91	50
Small-Group Games: Lower Primary	4.18	0.82	28
Small-Group Games: Upper Primary	3.74	0.85	50

Notes: A mean score above 3 indicates an average preference for non-digital games over digital games, with a higher score indicating a stronger preference. Also note that this table only includes those participants who taught exclusively in lower primary (F-2) or upper primary (3–6) year levels.

Table 5. Participant preferences for each game mode by setting and the number of participants who provided an explanation for their preferences.

	Whole-class: Preference	Whole-class: Reason	Small-group: Preference	Small-group: Reason
Prefer digital	n = 6	n = 5	n = 5	n = 4
Prefer non-digital	n = 66	n = 63	n = 78	n = 66
Neutral	n = 39	n = 34	n = 28	n = 19
Total	111	102	111	89

Table 6. Reasons for preferring non-digital games by game setting.

Main theme	Small Group Setting N = 66 (%)	Whole class setting N = 63 (%)	Sub-theme	Small Group Setting N = 66 (%)	Whole class setting N = 63 (%)
Pedagogical reasons	32 (48%)	37 (59%)	Better for promoting collaboration interactions, and communication	18 (27%)	13 (21%)
			More ‘hands on’ or use of manipulatives	8 (12%)	17 (27%)
			Easily adapted/differentiated	7 (11%)	9 (14%)
			Prefer less screen time and technology use	6 (9%)	3 (5%)
Assessment	14 (21%)	12 (19%)	Easier to observe student understanding	11 (17%)	10 (16%)
			Easier to monitor time on task (engagement)	4 (6%)	2 (3%)
Access to, or awareness of suitable ‘digital’ resources	11 (17%)	11 (17%)	Lack of awareness of (hard to find) quality or suitable ‘digital’ games	9 (14%)	8 (13%)
			Easier access to suitable non-digital resources	2 (3%)	3 (5%)
Managing the set up and delivery	10 (15%)	7 (11%)	Managing the set up and delivery	10 (15%)	7 (11%)
Student affect and behaviours	17 (26%)	14 (22%)	Students more engaged/Games more engaging	8 (12%)	7 (11%)
			Promotes cooperation/turn taking	4 (6%)	2 (3%)
			Less distracted	4 (6%)	4 (6%)
			Less arguments	2 (3%)
			Digital games can be over-stimulating		1 (2%)
Difficulties with technology	9 (14%)	13 (21%)	Limited access to technology for digital games	6 (9%)	7 (11%)
			Technical issues with digital games	3 (5%)	5 (8%)
			Lack of expertise with technology		1 (2%)
Beliefs about the limited nature of digital games	5 (8%)	6 (9%)	Digital games only promote basic recall of number facts	5 (8%)	6 (10%)

Table 7. Reasons for preferring digital games by game setting.

Main theme	Small Group Setting N = 4 (%)	Whole class setting N = 5 (%)	Sub-theme	Small Group Setting N = 4 (%)	Whole class setting N = 5 (%)
Managing the set up and delivery	1 (25%)	2 (40%)	Managing the set up and delivery	1 (25%)	2 (40%)
Student affect and behaviours	4 (100%)	4 (80%)	Students more engaged/Games more engaging	4 (100%)	4 (80%)