Perceived Benefits, Perceived Barriers and Gender Stereotypes about the Use of Computer Games in Math Education among Pre-service Teachers

The purpose of the present study is to explore the attitudes and beliefs among pre-service teachers about the use of computer games in math teaching and learning. About 119 teacher education students at a Midwestern university were administered a survey with questions. Data analyses indicate that the participants reported generally positive attitudes and beliefs regarding computer games. They tended to see many benefits of educational use of computer games and they were not very concerned about the barriers teachers face when they attempt to use computer games in their own classroom. Most of them disagree with statements of various gender stereotypes about computer game use. The findings provide important implications for teacher education and policy making.