Evaluation of the Use of Educational Intelligence Games in Classrooms from the Perspective of Mathematics Teachers

Abstract

This study aimed to evaluate educational intelligence games implemented by mathematics teachers. Using the phenomenological method, a qualitative research designs, the study involved semi-structured interviews with 12 mathematics teachers working in different schools. The interview data were examined using the content analysis method. Moreover, the ways in which the teachers defined educational intelligence games, the purposes for which they used these games, the changes they observed in their students, the difficulties the teachers encountered and their suggestions were systematically analyzed. The findings revealed that educational intelligence games improved the students' cognitive skills like mathematical thinking, problem-solving, analytical reasoning and attention. The findings indicated that the games contributed to the students’ motivation by increasing their participation in the lessons. However, time constraints, lack of materials, large class sizes, and curriculum intensity limited the implementation process. The teachers suggested simplifying the curriculum, providing more material support, and increasing in-service training.