A systematic review of the role of learning games in fostering mathematics education in K-12 settings

Pan, Yanjun; Ke, Fengfeng; Xu, Xinhao

doi:10.1016/j.edurev.2022.100448

Cited by 51 publications

(31 citation statements)

References 40 publications

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“…More recently, approaches that refer to the impact of gamification with the use of digital technologies on teaching and learning were also explored. A review by Pan et al ( 2022 ) that examined the role of learning games in fostering mathematics education in K-12 settings, reported that gameplay improved students’ performance. Integration of digital games in teaching was also found as a promising pedagogical practice in STEM education that could lead to increased learning gains (Martinez et al, 2022 ; Wang et al, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

“…ICTs were also found to have a positive impact on students' performance in STEM (science, technology, engineering, and mathematics) disciplines (Arztmann et al, 2022 ; Bado, 2022 ; Villena-Taranilla et al, 2022 ; Wang et al, 2022 ). Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al, 2006 ; Hillmayr et al, 2020 ; Li & Ma, 2010 ; Pan et al, 2022 ; Ran et al, 2022 ; Verschaffel et al, 2019 ; Zheng et al, 2016 ). Furthermore, studies documented positive effects of ICTs on science learning (Balanskat et al, 2006 ; Liao et al, 2007 ; Zheng et al, 2016 ; Hillmayr et al, 2020 ; Kalemkuş & Kalemkuş, 2022 ; Lei et al, 2022a ).…”

Section: Resultsmentioning

confidence: 99%

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Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

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Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

View full text Add to dashboard Cite

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“…In fact, there are many other ways to learn mathematics other than just practicing questions continuously. For example, learning mathematics by playing through multimedia (Pan et al, 2022;Rebollo et al, 2022). This attitude of most students shows that students still have a very strong fixed mindset.…”

Section: Discussionmentioning

confidence: 99%

The characteristics of the mathematical mindset of junior high school students

Saefudin

Wijaya

Dwiningrum

et al. 2023

EURASIA J Math Sci Tech Ed

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The mathematical mindset of high school students is one of the important elements when learning mathematics. The mathematical mindset is an implicit theory of the flexibility and stability of human characteristics related to mathematical ability, intelligence, and talent. Through student responses obtained by filling out questionnaires, this study aims to investigate the characteristics of students’ mathematical mindsets qualitatively. This study found that most of the junior high school students had the characteristics of a growth math mindset with a little bit of a fixed math mindset. Most students believe that mathematical abilities and intelligence can be changed, even though they find it difficult to face challenges and difficulties when learning mathematics.

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“…Applied games, or serious games, describe (usually digital) games designed to drive desired cognitive, behavior, or other changes in players and the wider community [1][2][3][4]. In recent years, applied games have seen increasing interest in areas, such as well-being [5], mental health [6], and education [7,8].…”

Section: Applied Gamesmentioning

confidence: 99%

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

Saiger¹,

Deterding²,

Gega³

2023

JMIR Serious Games

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Background User involvement is widely accepted as key for designing effective applied games for health. This especially holds true for children and young people as target audiences, whose abilities, needs, and preferences can diverge substantially from those of adult designers and players. Nevertheless, there is little shared knowledge about how concretely children and young people have been involved in the design of applied games, let alone consensus guidance on how to do so effectively. Objective The aim of this scoping review was to describe which user involvement methods have been used in the design of applied games with children and young people, how these methods were implemented, and in what roles children and young people were involved as well as what factors affected their involvement. Methods We conducted a systematic literature search and selection across the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases using State of the Art through Systematic Review software for screening, selection, and data extraction. We then conducted a qualitative content analysis on the extracted data using NVivo. Results We retrieved 1085 records, of which 47 (4.33%) met the eligibility criteria. The chief involvement methods were participatory design (20/47, 43%) and co-design (16/47, 37%), spanning a wide range of 45 concrete activities with paper prototyping, group discussions, and playtesting being the most frequent. In only half of the studies (24/47, 51%), children and young people participated as true design partners. Our qualitative content analysis suggested 5 factors that affect their successful involvement: comprehension, cohesion, confidence, accessibility, and time constraints. Conclusions Co-design, participatory design, and similar high-level labels that are currently used in the field gloss over very uneven degrees of participation in design and a wide variety of implementations that greatly affect actual user involvement. This field would benefit from more careful consideration and documentation of the reason of user involvement. Future research should explore concrete activities and configurations that can address the common challenges of involving children and young people, such as comprehension, cohesion, confidence, and accessibility.

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A systematic review of the role of learning games in fostering mathematics education in K-12 settings

Cited by 51 publications

References 40 publications

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

The characteristics of the mathematical mindset of junior high school students

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

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