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In this study, a mathematical game-based learning environment is developed on e-books for helping children reduce mathematical anxiety and improve their self-efficacy, motivation, and achievements in learning mathematics. To evaluate the effectiveness of the proposed approach, an experiment was conducted on an elementary school mathematics course. With quasi-experimental research, a total of 69 pupils in three classes were selected as the research subjects. One class was assigned to be experimental group A, another class was experimental group B, and the third was the control group. Each group consisted of 23 students. In the experimental process, the three groups took pre-tests, had experimental instruction, and then took post-tests. The experimental results show that the gamebased e-book learning model effectively promoted the students' learning achievement, self-efficacy, and motivation of mathematics. However, no significant differences were found between the mathematical anxiety ratings of the three groups.

Educational computer games have been recognized as being a promising approach for motivating students to learn. Nevertheless, previous studies have shown that without proper learning strategies or supportive models, the learning achievement of students might not be as good as expected. In this study, a knowledge engineering approach is proposed for developing educational computer games to help students learn about the knowledge for differentiating a set of learning targets in an interesting and meaningful way. Based on the proposed approach, an educational computer game has been developed for an elementary school natural science course. The experimental results show that the proposed approach significantly improved the students' learning achievement as well as their learning attitude and motivation. Background and objectivesWith the advancement and popularity of computer and network environments, researchers are deeply aware of the importance and trend of technology-enhanced learning. A great deal of effort has been put into research related to the development of learning with computer technology. Among various technology-enhanced learning approaches, educational computer games have been recognized as being a promising approach for motivating students to learn (Yun, Jiang & Li, 2010). In the past decade, many educational computer games have been developed. For example, Kiili (2007) developed a business simulation game based on a problem-based gaming model; in the meantime, Connolly, Stansfield and Hainey (2007) developed an educational computer game for a software engineering course. Recently, Yien, Hung, Hwang and Lin (2011) proposed a game-based learning approach for a nutrition course.Many studies concerning educational computer games have shown the effectiveness of such an approach in engaging students in learning (Prensky, 2001). For example, Inal and Cagiltay (2007) indicated that games had more effect than clear feedback on the flow experiences of the children in their study. On the other hand, several studies have pointed out that without incorporating any educational theory or providing supportive tools, the effectiveness of educational

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.