Challenges Faced by Mathematics Teachers in Implementing Game-Based Learning at the Elementary Level in Odisha

Game-Based Learning (GBL) has emerged as an innovative pedagogical approach to enhance students’ engagement and conceptual understanding in mathematics at the elementary level. The present study titled “Challenges of Mathematics Teachers while Implementing Game-Based Learning at Elementary Level in Odisha” seeks to explore the realities faced by mathematics teachers in integrating GBL into classroom practices. The study is guided by three major objectives: to identify the instructional strategies currently used by mathematics teachers at the elementary level; to examine teachers’ opinions regarding the effectiveness of game-based learning in promoting student engagement; and to investigate the specific challenges encountered during its implementation. Adopting a descriptive research design, the study focuses on understanding teachers’ experiences, perceptions, and classroom practices in the context of elementary schools in Odisha. The findings are expected to reveal the extent to which traditional and innovative instructional strategies coexist, teachers’ attitudes toward the pedagogical value of GBL, and barriers such as limited resources, lack of training, time constraints, and classroom management issues. The study aims to provide insights for policymakers, curriculum planners, and teacher educators to strengthen support systems and promote effective integration of game-based learning in mathematics classrooms.