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This study aimed to examine the impact of game and simulation-based learning environments on the success, concept knowledge, and attitude of prospective teachers regarding probability. The sample of the study consisted of 94 prospective mathematics teachers. The study was conducted in accordance with the quasi-experimental study design and the data were collected through achievement tests, concept tests, attitude scale, worksheets, simulations, games and observations made by the researcher. The course was taught with games, worksheets, concrete materials, games and simulations in the experimental group and via theoretical and practical training in the control group. The achievement test, concept test, and Attitude Scale towards Probability and its Teaching were applied to the groups as pre-test and post-test. The data collected were analysed quantitatively using arithmetic average, standard deviation, independent sample  t -test, and covariance analysis. According to the findings, it was determined that there was a significant difference between the achievement and concept test scores and the attitude scale towards statistics scores of the prospective teachers in favour of the experimental group. According to the results, it was proposed that teachers and prospective teachers should adopt and utilize games and simulations as part of their teaching methods when teaching probability.

The impact of a game and simulation-based probability learning environment on the achievement and attitudes of prospective teachers