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

Hui, Hii Bii; Mahmud, Muhammad Sofwan

doi:10.3389/fpsyg.2023.1105806

Cited by 16 publications

(5 citation statements)

References 65 publications

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“…(Dikmen, 2021) In Turkey, they suggested that gamification helps to make learning fun and motivate students by attracting their attention. Hui & Mahmud (2023) state that game-based learning has positively impacted students when they are learning mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Gamification Teaching Method in Enhancing Numeracy Learning Among Primary School Students in Tamil Nadu

Duraiswamy,

Ali Mohammed

2024

IJEISSAH

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Background: A ttaining universal basic numeracy in primary schools by 2025 is emphasized in the Indian National Education Policy (NEP) 2020. By setting a deadline, all students in the primary school systemhave demonstrated a commitment to acquiring a fundamental level of numeracy skills. Aim: This study aims to determine the impact of gamification on enhancing numeracy learning in primary school students. Method: A quasi-experimental design was used to achieve the aim of the study. The experimental group was taught by the gamified teaching method and the control group by the traditional method. Pretest and posttestwere executed to collect data. A total of twelve weeks of time was taken to collect the data. Sample: A total of 30 children aged 6-7 years old from a private school in Tamil Nadu participated in this study, with fifteen students as the experimental group and fifteen students as the control group. Results:The results of the pretest and posttest values through theindependent sample T-test show significant effects of gamification in enhancing numeracy learning and increasing motivation and engagement among primary school students in Tamil Nadu. Conclusion: The study shows that gamification has significant impacts on numeracy learning and increases motivation and engagement in students.

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Section: Literature Reviewmentioning

confidence: 99%

The Effects of Gamification Teaching Method in Enhancing Numeracy Learning Among Primary School Students in Tamil Nadu

Duraiswamy,

Ali Mohammed

2024

IJEISSAH

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“…The increase of the result of the post-test of the experimental group can be associated with the type implementation of the game in the class. The study conducted by Hui & Mahmud (2023) demonstrated that Game-based learning (GBL) had positively impacted students when they are learning mathematics. The study revealed that GBL influences two cognitive domains, namely knowledge and mathematical skills, as well as five affective domains, including achievement, attitude, motivation, interest, and engagement.…”

Section: Achievement Levelmentioning

confidence: 99%

Flip the Tin Can Game with a Twist: Effects on the Achievement Levels of Grade 8 Learners in Probability

2024

JEP

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This study investigated the effects of the "Flip the Tin Can Game with a Twist" on the achievement levels of Grade 8 learners in probability. The study was conducted at St. Vincent's Academy, Inc. Lanao del Norte. A quasi-experimental design with qualitative support was employed, incorporating both quantitative and qualitative data. Two groups were involved in this study: the control and experimental groups. Both groups were given a pretest before introducing the "paper and pencil test" for the control group while" "flip the tin can game with a twist" for the experimental, as their formative assessment. Post-test was also administered after the interventions to both groups. The data gathered before and after exposing the learners in both control and experimental groups were compared to check if there is a significant difference. The findings of the study indicated a statistical difference in the mean test scores within both the control and experimental groups before and after the intervention. However, no significant difference was observed when compared between the group's pretest and posttest. Additionally, based on the learner's perceptions, it was discovered that those who participated in the 'Flip the Tin Can' game with a twist found it enjoyable and fun. Furthermore, according to the learners, the game not only provides enjoyable experience but also actively engages them in learning; enhancing their understanding of the subject while playing.

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“…Learners' motivation, effort, and response are key factors that influence the success of simulation game training activities (Sitzmann, 2011). Therefore, the addition of virtual scene exploration environments in distance game-based learning is expected to increase learners' enjoyment (Hui & Mahmud, 2023), participate, and attention, and should be more motivating for learners. Hallinger and Wang (2020) pointed out that according to statistics, the research based on simulation learning in management education is more concentrated on subjects such as project management, operation and supply chain management, and enterprise resource management.…”

Section: Scaffolding-guided Game-based Decision-making Analysis Activ...mentioning

confidence: 99%

Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game

Chien,

Ho,

Hou

2023

Journal of Educational Computing Research

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In the post-pandemic era, distance education and training modes without space constraints are gradually becoming a new trend in training. Game-based training combined with situational simulations is a potential approach. This study used a simulation company scenario and a decision-making analysis task of promotion assessment as the game context, and proposed an innovative game mechanism integrating the simulation situation scenario and the interactive contextual clue scaffolding as a guide to enhance learning effectiveness. This study used the Gather Town platform to design a simulation office scenario, and Google Forms to design interactive contextual clue scaffolding. This study conducted empirical research to evaluate this mechanism, with a total of 60 participants divided into an experimental group that conducted game activities and a control group that was only provided with document files as scaffolding for comparative analysis. The results of the study revealed that the proposed exploration guidance mechanism of integrating immersive scenes and interactive contextual clue scaffolding could allow learners to experience a high level of game fidelity and increase the discovery rate and usefulness of the scaffolding. It also reduced learning anxiety, maintained learning motivation and high flow, and resulted in significantly higher learning effectiveness than the control group approach.

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

Cited by 16 publications

References 65 publications

The Effects of Gamification Teaching Method in Enhancing Numeracy Learning Among Primary School Students in Tamil Nadu

The Effects of Gamification Teaching Method in Enhancing Numeracy Learning Among Primary School Students in Tamil Nadu

Flip the Tin Can Game with a Twist: Effects on the Achievement Levels of Grade 8 Learners in Probability

Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game

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