Designing a 2D Platform Game with Mathematics Curriculum

Garneli, Varvara; Sotides, Christos; Patiniotis, Konstantinos; Deliyannis, Ioannis; Chorianopoulos, Konstantinos

doi:10.1007/978-3-030-34350-7_5

Cited by 4 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interest in learning plays a vital role in mathematics teaching activities [ 47 , 48 ]. When people feel pressured to do something, such as in the context of students learning and doing exercises to develop their mathematical knowledge, their interest increases.…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Wijaya

Rahmadi

Chotimah

et al. 2022

IJERPH

View full text Add to dashboard Cite

Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Wijaya

Rahmadi

Chotimah

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Besides focusing on entertainment, Serious Microgames are also created to transfer new knowledge points to students ( Moffat and Shabalina, 2017 ; Kulanthaivel and Ulagamuthalvi, 2020 ; López et al, 2021 ). In this condition, the games aim to convey and improve the students’ mathematical knowledge points and, abilities, as well as change their attitudes and behaviors towards the assumption that mathematics is a difficult and boring subject ( Moshell et al, 2007 ; Garneli et al, 2019 ; Mayfield et al, 2019 ). They are also one of the numerous digital media combined with game-based learning methods, to increase mathematical performance expectancy ( Molin, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

et al. 2022

View full text Add to dashboard Cite

Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of microgames in mathematics class. Participants of the study were the secondary school teachers in West Java, Indonesia, which had a 1-year training in microgames development. We applied a quantitative approach to collect the data via online questionnaires through google form. Structural Equation Modelling (SEM) with AMOS software was used to analyze the proposed model. Empirical results confirmed the perceived easy to use and subjective norm influence (PEU and SN) relationship with teachers’ microgame usage behaviors and intentions. In this condition, SN was found to have the initial significant influence on behavioral intention (BI), as attitude, BI, and facilitating conditions also correlated with the actual use of microgames. Furthermore, the largest influential factor was BI, with the results subsequently showing that TPACK had no significant influence on the actual use of microgames. This report is expected to help bridge the gap across several previous studies, as well as contribute to the explanation and prediction of the factors influencing the teachers’ mathematical utilization of the study’s program. Besides this, it also helps to increase the use of microgames in teaching and learning activities.

show abstract

“…The approach is rarely mentioned explicitly in the literature, yet we hereafter termed it "medium coupling." It has appeared in the works of Rosyid et al [9], Garneli et al [15], Beserra et al [16], and Atmaja et al [17]. Toon Math i is an example of a commercial product utilizing the medium coupling approach.…”

mentioning

confidence: 99%

Balancing Entertainment, Cost, and Educational Strength: A Design Framework for Medium-Coupling Educational Games

Atmaja

Sugiarto

2021

KINETIK

View full text Add to dashboard Cite

Games are powerful tools for teaching and learning, especially in the age of Education 4.0. The rapid growth of educational games is hindered by various problems, including their development cost. The medium coupling approach, which allows an educational game to be both engaging and economical, is one potential solution to the problem; unfortunately, it has received only sporadic attention. This study aims to explore the matter of designing medium-coupling educational games through a design framework. The framework dissects an educational game’s game content and educational content into parts to be interconnected. We applied the framework to design and develop an educational role-playing game (RPG). Sixty first-year Informatics students tested the game, which presented three learning topics with different characteristics. A post-test questionnaire’s results validate the game’s entertainment and educational values while also uncovering how it works under different learning contents. A discussion with the participants gathered insightful suggestions and critiques, which, together with the questionnaire’s results, are synthesized into design principles for medium-coupling games. We conclude that the framework is useful for creating games that are entertaining, educational, and cost-efficient.

show abstract

Designing a 2D Platform Game with Mathematics Curriculum

Cited by 4 publications

References 14 publications

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

Balancing Entertainment, Cost, and Educational Strength: A Design Framework for Medium-Coupling Educational Games

Contact Info

Product

Resources

About