Evaluating the use of gamification in mathematics learning in primary school children

Cunha, Geovania Cezana Araujo; Barraqui, Luciana Pelissari; Freitas, Sergio Antonio Andrade de

doi:10.1109/fie.2018.8658950

Cited by 28 publications

(19 citation statements)

References 6 publications

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“…According to the literature review, mathematics is one of the STEAM areas that has been least considered so far in gamification (4). Studies of gamification in mathematics have mainly focused on the effect of this method on students' learning outcomes [21][22][23][24]28], reporting data, to some extent divergent, related to students' engagement, motivation, or satisfaction [1,2,24].…”

Section: Discussionmentioning

confidence: 99%

“…In mathematics education, as an area that is part of STEAM education, gamification is present from the first educational levels [21,22] and throughout all the stages, especially in secondary education [23]. Computer science, social sciences, engineering, and mathematics are, in this order, the most reported areas in the gamification of education [4].…”

Section: Introductionmentioning

confidence: 99%

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Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

2021

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This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

2021

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“…Different studies have ascribed correlation between more time spent on gamification activities in the classroom and improved academic results to the fact that the game itself stimulated concentration and boosted cognitive skills in children (Drummond & Sauer, 2014;Hartanto et al, 2018). In Mathematics, it was observed that gamification created significant relations for the learning process (Cunha et al, 2019), increased intrinsic motivation (Hallifax et al, 2020;Jagust et al, 2017), and was a more attractive option than traditional school work with pen and paper (Kickmeier-Rust et al, 2014). The same was found in Sciences, where gamification helped boost motivation (Hursen & Bas, 2019), in Geography, where higher levels of interest and enjoyment were noted in the learning process (Hong & Masood, 2014), and even in History, a subject traditionally prone to student disinterest (Martínez-Hita et al, 2021).…”

Section: Gamification and Academic Performancementioning

confidence: 99%

Academic and Social Behaviour Profile of the Primary School Students who Possess and Play Video Games

2022

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The aim of this research was to analyze the typologies of primary education students with regard to possession and use of video games, and the possible psycho-emotional and educational implications. To identify the different typologies, a latent class model using Latent Gold v4.5 software was applied in order to model relations between the variables observed, assuming that the structure of underlying relations was explained by a latent categorical variable (not observed). The results revealed two clearly differentiated clusters: one formed of boys who get better marks in Mathematics, usually play video games with gaming consoles for the TV screen, usually play video games online with friends, play video games for more than two hours at weekends, feel very happy when playing video games, and whose first choice of free-time activity is to play video games; the other consisted of girls who get better marks in Spanish Language and Literature, usually play video games on a tablet, usually with a family member, play video games for more than two hours at weekends, feel very happy playing video games, though to a slightly lesser extent than boys, and whose first choice of free-time activity is not usually to play video games.

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“…In mathematics education, it is seen that the effects of gamification on students' motivation, attitudes, mathematical engagement and mathematical knowledge and skills are examined, and gamification is used in eliminating various mathematical difficulties (Cunha, Barraqui & De Freitas, 2018;Jagust, Boticki & So, 2018;Widodo & Rayahu, 2019;Toda, do Carmo, Mesquita, da Silva, & Brancher, 2014). Given that gamification studies are an approach to eliminate learning difficulties, the question of whether gamification research is focused on numbers mostly due to the fact that there is more difficulty in numbers occurs.…”

Section: Math Topics Focused With Regards To Participants' Gradementioning

confidence: 99%

An exploratory holistic analysis of digital gamification in mathematics education

Yiğ

Sezgin

2021

Journal of Educational Technology and Online Learning

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This paper presents an explorative holistic analysis of digitally-constructed gamification processes in mathematics education. The main aim of this study is to identify the keyissues, intentions and trends by examining peer-reviewed publications using a combination of social network analysis (SNA), computerized lexical analysis and content analysis. Research findings indicate that there is a growing trend in gamification in mathematics education (GIME) research. GIME is mostly employed in primary school level. It was also found that, numbers is the most gamified math topic. Another research finding reveals that the researchers mostly use gamification to improve mathematical problem-solving, math achievement and math performance apart from the motivation and engagement. According to SNA findings, the most strategic terms in GIME research are as follows; geometry, fractions, mobile-learning, gender-studies, human-computer interaction, intelligent tutoring systems and tangible user-interfaces. GIME research is mostly influenced by USA and Brazil hence, the developing countries have an increasing interest in GIME research. Finally, findings on general research discourse implies that the general discourse among the sampled papers is positive. The findings obtained in this study may be useful to improve mathematics education by mapping a research agenda for researchers and educators with the exploration of potentials of GIME research.

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Evaluating the use of gamification in mathematics learning in primary school children

Cited by 28 publications

References 6 publications

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

Academic and Social Behaviour Profile of the Primary School Students who Possess and Play Video Games

An exploratory holistic analysis of digital gamification in mathematics education

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