In our paper, we study the reasons for the introduction of didactic games and the way of their application in higher education, especially in teaching mathematics. After describing the main characteristics and needs of Generation Z students, we outline the advantages and drawbacks of gamification and game-based learning, followed by some new aspects to their classification. The idea of device-based grouping arose because the most commonly used methods require IC tools. Gen Zs naturally accept gamified learning materials available on digital and mobile platforms, but we must not forget about traditional games either. In higher education, especially in the case of small-group teaching there should also be room for traditional, specialized didactic games, of which we focus on the benefits of card games. Subject Classification: 97C70, 97D20, 97D40, 97U70

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A valós számsorozat, a konvergencia és a határérték (limesz) fogalmakkal valamennyi informatikai képzési területre felvett hallgató találkozik az első félév matematikai analízis kurzusa során. A hallgatók figyelmének, érdeklődésének megtartásához hathatós támogatást adnak azok az oktatási módszerek, amelyek bizonyítottak a Z generációs hallgatók motiválásával kapcsolatban. A játékalapú tanulás (game-based learning) előnyeire alapozva fejlesztettük LimEszelős elnevezésű kártyajátékunkat, amelyet a valós számsorozatok nevezetes határértékeinek tanulására és gyakorlására hoztunk létre 4–10 fős tanulói csoportok számára. Cikkünkben a játék bemutatása mellett a kétéves kísérleti szakaszban szerzett tapasztalatainkat összegezzük.

Game-based learning plays an important role in all education and learning processes, including higher education nowadays. In the course, Mathematical Analysis, offered during the first semester, all students studying informatics learn about sequences of real numbers, convergence, and limits. These concepts are of key importance to understand advanced mathematical concepts and successfully complete advanced courses. Based on the benefits of game-based learning we came up with the idea of LimStorm that helps study groups of 4-10 students to learn and practice the limits of sequences of real numbers. In our paper we introduce a self-developed application which is suitable for generating decks of mathematical didactic card games, for example the deck of LimStorm. Keywords: game-based learning, didactic game, active learning methods, limit of the sequence, card games