Mathematical Educational Games : Perceptions of Special Education Teachers

Abstract

Children lose 99 times out of hundred in almost every commercial game they play yet they do not stop playing games after such failures (McGonigal 2011). In fact, the more they fail the more they want to play games. The case is different when it comes to computer educational games. Children do not play them as often as these games are meant to be played. Therefore, the perceptions of the teachers who teach through such games are the focus of this study.