University of Nottingham

Digital Games and Learning Mathematics: Student, Teacher and Parent Perspectives: Malaysia

Digital game-based learning in Malaysian secondary mathematics education faces a significant implementation barrier rooted in a generational divide between students and their adult stakeholders.

• A significant generational divide exists in Malaysian secondary mathematics education, where students are highly motivated by digital game-based learning while teachers and parents remain skeptical of its academic efficacy.
• Adult stakeholders prioritize traditional, lecture-based, and interpersonal teaching methods, frequently dismissing digital gaming tools as distractions rather than legitimate educational assets.
• The implementation of digital learning is hindered by a mutual lack of technical proficiency among educators and parents, leading to a persistent reliance on conventional, passive instruction.