Games-based learning as a differentiation strategy for elementary teachers

Abstract

The present study explored the impact that games-based learning, specifically numeracy, has as a differentiation strategy for teachers. Five participants were interviewed pre and post intervention and also worked collaboratively in a group during five collaboratively meetings to plan and review six different math games to explore their efficacy as a differentiation strategy. In addition, participants discussed was games need in order to be a useful addition to their classroom teaching practice. Participants reported the benefits and challenges with games-based learning in the classroom. Given the potential benefits, further research would be beneficial to explore the use of games-based learning in the classroom.