EXPLORING TEACHERS’ ATTITUDE SHIFTS TOWARD DIGITAL GAMES  IN PRIMARY MATHEMATICS INSTRUCTION: A CASE STUDY

Nguyen Ngoc Dan; Tran Mai Loan

Nguyen Ngoc Dan*	dannn@hcmue.edu.vn	VNIES
Tran Mai Loan	loantranmai08@gmail.com

Summary:

The substantial impact of digital transformation in education has increasingly established digital game-based learning as a key tool in Mathematics instruction, shaping a new educational trend. Despite the proven benefits of digital game-based learning in experimental studies, its adoption among teachers remains limited due to teachers’ negative attitudes, including concerns about implementation. This qualitative case study investigates attitudinal changes in a primary school teacher before and after observing four digital game-based learning-integrated Mathematics lessons in Ho Chi Minh City. Data were collected through pre- and post-interviews and analyzed along three dimensions of attitudes: cognition, affect, and behavioral intentions. The findings show a marked positive shift across all dimensions, particularly in the teacher’s confidence and perceived usefulness of digital game based learning. Nevertheless, challenges such as limited resources and technical infrastructure persist. The study highlights the potential of experiential exposure and targeted training to foster more favourable teacher attitudes toward integrating digital game-based learning in primary Mathematics instruction. These insights contribute to future research and policy development, fostering the effective integration of digital game-based learning in Mathematics instruction.

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Keywords:

digital transformation

Game-based learning

mathematics

attitude

Teacher

case study.

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Journal:

No. 3, March 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

EXPLORING TEACHERS’ ATTITUDE SHIFTS TOWARD DIGITAL GAMES IN PRIMARY MATHEMATICS INSTRUCTION: A CASE STUDY