Influence of Game-Based Learning in Mathematics Education on Students’ Affective Domain: A Systematic Review

Abstract

In modern education nowadays, the use of game-based learning as a teaching and learning method is popular in all school subjects, including mathematics. There are numerous studies dealing with the influences of this teaching method on the students’ achievements. Modern teaching theories consider an important effect of education on the development of students’ affective domain, connected with the subject and its teaching. In this work, the author studies journal articles that the use game-based learning in mathematics to assess its effects on the students, with the aim to analyze its impact on students’ affective domain. To achieve this, a systematic review with the use of a PRISMA statement is applied. The data sources are 57 journal articles from the area of interest listed in the Web of Sciences and Scopus. The results indicate that 54% of the articles consider the affective domain in the measurement of the effects of game-based learning in mathematics education. These articles report mostly (84%) the positive influences of game-based learning on students’ motivation, engagement, attitudes, enjoyment, state of flow, etc. The rest of the articles show mixed results, with the authors’ conclusions possibly affected by flaws in the research instruments, selection of study groups, and game design, therefore, stressing the importance of these elements in future research on this topic.

Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review

“…Game-based learning affects knowledge gains in addition to mathematical accomplishments. However, affective factors like the students' attitudes and beliefs about mathematics and its teaching are also crucial components of mathematics education because they can have a significant impact on the students' mathematical abilities and future mathematic learning (Vankúš, 2021 ). Attitude toward mathematics is defined as a liking or disliking of mathematics, a tendency to engage in or avoid mathematics activities, a belief that one is good or bad at mathematics and a belief that mathematics is useful or useless (Kurniasih et al, 2020 ).…”

Mission Book Game: Enhancing Fifth-Grade Students’ Learning Motivation on Thematic Learning

“…The results of further research, namely, games that are integrated into learning tools can improve elementary school student learning outcomes obtained through increasing experimental group posttest learning outcomes (Nand et al, 2019). There is a positive effect of game-based learning on students' learning motivation, involvement, and attitudes, which is 84% (Vankúš, 2021).…”

Treasure Hunt as a Method of Learning Mathematics

“…Gamebased learning and teaching uses the motivation and competition that naturally arise in play to achieve the goals and outcomes of teaching. There are numerous studies showing many positive effects of such learning (Ku et al (2014), Vankúš (2021) and although some of the articles report mixed results, none report a negative impact. An extensive literature review of serious games based on multiple criteria (Backlund and Hendrix (2013)) found an overwhelming amount of evidence that serious games have a positive impact on learning and motivation.…”