Do Primary School Teachers Prefer Digital or Non-Digital Games to Support Mathematics Instruction?

In this paper we explored primary school teachers preference for different game modes to support mathematics teaching and learning. Eighty-four teachers played digital and non-digital addition and subtraction games that were functionally equivalent during professional learning workshops. Most teachers indicated that they would be more likely to use the non-digital mode; despite more mixed views around perceived effectiveness for supporting learning and anticipated student preferences. Key reasons as to why teachers tended to prefer non-digital or digital games are examined.