4 extractive question-and-answer pairs built from Teachers’ Awareness, Perceptions, and Professional Development towards Game-based Learning in Primary School Mathematics: A Needs Analysis | INDIAN EDUCATIONAL REVIEW, published by ejournals.ncert.gov.in. Source-evidenced topics include game-based learning, primary school mathematics, teachers’ awareness, professional development, constructivist principles, real-life applications, student-centred teaching approaches, resource development. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 2 relationship, 1 factual, 1 summary. 3 of the 4 pairs (75.0%) ask explanatory questions; the remaining 1 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset examines primary school Mathematics teachers' awareness, perceptions, and professional development needs regarding Game-based Learning (GBL). It is based on a study involving 149 educators in Vadodara, India, and includes insights into their confidence, training, and resource needs. The dataset highlights the importance of aligning GBL strategies with constructivist principles and real-life applications to enhance student engagement and learning outcomes.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ejournals-ncert-gov-in-56854242f8f55da2bebe8954f2ac9856")
df.head()First 4 of 4 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What principles should Game-based Learning strategies align with to make Mathematics meaningful for students? | constructivist principles and real-life applications | The study also highlights the necessity of aligning GBL strategies with constructivist principles and real-life applications to make Mathematics more meaningful for students. Based on the insights gained, the study offers recommendations for policy makers and school leaders to support the integration of GBL in primary Mathematics education through targeted training, resource development, and ongoing research. These findings contribute to understanding the support systems required to enhance Mathematics learning through innovative and student-centred teaching approaches. | 72 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5103 | The study also highlights the necessity of aligning GBL strategies with constructivist principles and real-life applications to make Mathematics more meaningful for students. | p[0] | 0.700 | valid | |
| What did the findings reveal about teachers' confidence and training regarding Game-based Learning? | many lack confidence and adequate training to implement it effectively | Published 2026-04-07 This study explores primary school Mathematics teachers’ perspectives on the use of Game-based Learning (GBL), as an instructional strategy. Using a survey design, data were collected from 149 Mathematics educators in Vadodara through a structured questionnaire comprising Likert scale items. The study aimed to assess teachers’ awareness, perceptions, willingness, confidence, prior experience, and views on the need for further training and research related to GBL in Mathematics. Findings revealed that while most teachers are aware of GBL and believe in its potential to enhance student engagement, many lack confidence and adequate training to implement it effectively. Teachers expressed strong interest in professional development and emphasised the importance of access to quality resources. | 624 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5103 | Findings revealed that while most teachers are aware of GBL and believe in its potential to enhance student engagement, many lack confidence and adequate training to implement it effectively. | ||||
| What did teachers emphasise as important for implementing Game-based Learning? | access to quality resources | Published 2026-04-07 This study explores primary school Mathematics teachers’ perspectives on the use of Game-based Learning (GBL), as an instructional strategy. Using a survey design, data were collected from 149 Mathematics educators in Vadodara through a structured questionnaire comprising Likert scale items. The study aimed to assess teachers’ awareness, perceptions, willingness, confidence, prior experience, and views on the need for further training and research related to GBL in Mathematics. Findings revealed that while most teachers are aware of GBL and believe in its potential to enhance student engagement, many lack confidence and adequate training to implement it effectively. Teachers expressed strong interest in professional development and emphasised the importance of access to quality resources. | 792 | relationship | 0.890 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5103 | Teachers expressed strong interest in professional development and emphasised the importance of access to quality resources. | p[0] | 0.700 | ||
| How many Mathematics educators participated in the survey? | 149 Mathematics educators | Published 2026-04-07 This study explores primary school Mathematics teachers’ perspectives on the use of Game-based Learning (GBL), as an instructional strategy. Using a survey design, data were collected from 149 Mathematics educators in Vadodara through a structured questionnaire comprising Likert scale items. The study aimed to assess teachers’ awareness, perceptions, willingness, confidence, prior experience, and views on the need for further training and research related to GBL in Mathematics. Findings revealed that while most teachers are aware of GBL and believe in its potential to enhance student engagement, many lack confidence and adequate training to implement it effectively. Teachers expressed strong interest in professional development and emphasised the importance of access to quality resources. | 210 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5103 | Using a survey design, data were collected from 149 Mathematics educators in Vadodara through a structured questionnaire comprising Likert scale items. | p[0] | 0.700 |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| valid |
| valid |