Primary school students’ perceptions of scaffolding in digital game-based learning in mathematics

The present study explores approaches to teacher scaffolding in digital game-based learning in primary mathematics classrooms as well as the effects on students’ perceptions of learning in a digital game in which scaffolding was provided. A total of 141 primary school students and four mathematics teachers participated in the experiment, and qualitative data were collected through classroom observations and student interviews. The results identified whole-class and one-to-one scaffolding strategies, both of which had an important effect on students’ learning activities and perceptions of mathematics in the context of digital games in primary education.