1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Yung, Ong C; Junaini, Syahrul Nizam; Kamal, Ahmad A.; Ibrahim, Laili F Md

doi:10.11591/ijeecs.v20.i3.pp1453-1459

Cited by 16 publications

(15 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this regard, computer games are most consistent with his psychological characteristics and style of thinking. Yung et al (2020) reasonably highlight a promising direction in the new educational realities -the use of game mechanics for supporting students' cognitive activity in the course of mathematics, based on the analysis and generalization of the didactic capabilities of QR codes for training, priorities for the development of web technologies and gamification services. Using gamification tools for modeling the processes and phenomena of the surrounding world, the construction of a mathematical model in a playful form helps to activate knowledge, increase the interest and curiosity of a teenager of generation Z (Yung et al, 2020).…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

“…Yung et al (2020) reasonably highlight a promising direction in the new educational realities -the use of game mechanics for supporting students' cognitive activity in the course of mathematics, based on the analysis and generalization of the didactic capabilities of QR codes for training, priorities for the development of web technologies and gamification services. Using gamification tools for modeling the processes and phenomena of the surrounding world, the construction of a mathematical model in a playful form helps to activate knowledge, increase the interest and curiosity of a teenager of generation Z (Yung et al, 2020). According to Yung et al (2020) digital learning gamification resources are very effective in terms of supporting the formation of skills for independent mastering of new technologies and assessing their capabilities, existing in online and offline reality, constantly updating knowledge and acquiring new skills and competencies.…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

“…Using gamification tools for modeling the processes and phenomena of the surrounding world, the construction of a mathematical model in a playful form helps to activate knowledge, increase the interest and curiosity of a teenager of generation Z (Yung et al, 2020). According to Yung et al (2020) digital learning gamification resources are very effective in terms of supporting the formation of skills for independent mastering of new technologies and assessing their capabilities, existing in online and offline reality, constantly updating knowledge and acquiring new skills and competencies. The authors note that with the help of interactive methods, it is possible to increase mathematical performance, students' involvement in mathematical activities, thereby contributing to the personalization of learning.…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Soboleva

Sabirova

Babieva

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

The research is relevant as educational computer games are included in students' mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competencecomputational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students' mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists' high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of "computational thinking", which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.

show abstract

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Soboleva

Sabirova

Babieva

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…O. C. Yung, S. N. Junaini, A. A. Kamal, L. F. Md Ibharim рассматривают проектирование и разработку компьютерных игр образовательного назначения применительно к обучению математике [19].…”

Section: обзор литературыunclassified

Formation of computational thinking skills in the development of computer games for educational purposes

Soboleva¹,

Kirillova²,

Lomakin³

et al. 2021

P Sci Edu

View full text Add to dashboard Cite

The problem and the aim of the study. The problem, to be solved by the study, is proper to the need to expand the goals of the education system, to update tools and methods based on digital technologies, that promote the activation of a sequence of images from a person's memory, formulate a problem, and compose an effective solution algorithm. For the formation of the relevant skills that determine the essence of special computational thinking, the authors propose to include in the educational and cognitive activities of students the practice of developing game educational spaces using digital gamification resources. Research methods. To obtain theoretical generalizations was used the analysis of scientific works on the problem of defining the phenomenon of "computational thinking", the apply of digital resources of gamification in teaching. The HTML 5 language as a software implementation tool was used. The study involved 26 bachelors of the Institute of Mathematics, Informatics and Physics in the direction 01.03.02 Applied Mathematics and Informatics and 13 students in the direction 44.04.01 Pedagogical education (master's level) of Vyatka State University. The experiment used the Student's t-test. Results. The authors clarify the essence of the concept of "computational thinking", includes a system of actions for activating patterns from human memory, connections between them; problem statement into account the uncertainty of the future; drawing up an effective solution algorithm using digital technology tools. The authors described directions of educational and cognitive activities, based on the principles of gamification: obtaining relevant information on advanced technological developments; problem statement and modeling; creation of your own software product. The effectiveness of the proposed approach was assessed and statistically significant differences in qualitative changes in temp> tcrit were revealed at α = 0.05 (8,2> 2,06). In conclusion the authors generalized the conditions that influence the formation of computational thinking: obtaining relevant scientific and theoretical facts, patterns, information on innovative methods and tools; reasoned choice, effective implementation at a high technical level; analysis of the result and its practical application.

show abstract

“…Focusing our attention on the area of mathematics, we find the work by [4], who underlines how a game created more than two decades ago, The Lemmings, helps with the initiation of the basic contents of mathematics, just as the data presented by [11], who, after using various digital games, verified that significant learning of algebra content was achieved. On their part, [16] conducted a pretest-posttest study utilizing QR codes placed on cards, which allowed the students to perform different mathematics activities. The main result was that an improvement was observed in the acquisition of the rational number concept, improving the connections between its different representations such as fractions, decimals, and percentages.…”

Section: Introductionmentioning

confidence: 99%

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

et al. 2020

View full text Add to dashboard Cite

The addition of gamification to the classroom as a methodological tool means that the teacher’s opinion about this has become an inflection point that can affect its use or not in the classroom. In this sense, the main objective of the present article is to explore the opinion of future Early Childhood education teachers on the use of this resource for the development of the mathematics curriculum at this education stage and to obtain an explanatory model that explains it. The design of the study utilized a descriptive perspective and a cross-sectional quantitative focus through a quantitative exploratory study. For data collection, an ad hoc questionnaire was utilized, which was administered to a sample of 232 teachers-in-training. The main result obtained was that the future early childhood education professionals considered that gamification could be a resource for the learning of specific mathematics contents, and this was shaped around a model of two elements. On one hand, the development of mathematical thinking, and on the other, the establishment of relationships between mathematical concepts. Lastly, we can conclude that elements such as age or gender do not determine the perception of the use of gamification in the early childhood education classroom.

show abstract

1 Slash 100%: gamification of mathematics with hybrid QR-based card game

Cited by 16 publications

References 22 publications

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Formation of computational thinking skills in the development of computer games for educational purposes

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

Contact Info

Product

Resources

About