This article explores how motivation in computer games could be integrated into mathematics education. The scope of the study was confined to four motivation dimensions, namely challenge, control, complexity and collaboration. A phenomenology study was conducted with the purpose to obtain a common understanding of nine teachers and 11 students about mathematics education, particularly focusing on teaching practices and learning difficultiesin mathematical problem-solving. Qualitative interviews have revealed that the existing mathematics education is built on drill-and-practice approach with Polya's problem-solving technique, i.e. exam-oriented, rote memorization and the use of predefined strategies. This approach to learning has failed to motivate students to learn (affective) and failed to develop an understanding and creativity (cognitive/metacognitive). Looking from a gaming perspective, mathematics problems should be challenging and complex, and students should be given control to carry out a plan. And finally, collaboration should be encouraged to enable reflective learning.