Students’ conceptions about browser-game-based learning in mathematics education: TTNetvitamin case

Cognitive factors influencing statistical performance of Diploma Science students: A structural equation model approach

“…The value of 0.57 between Prior Mathematical Knowledge and Statistical Performance indicated that mathematical background is one of the important factors influencing their statistical performance. This result is consistent with previous research[2], where findings showed that mathematical knowledge had a significant effect on statistical achievement The…”

“…Teaching statistics to students, who are not primarily interested in statistics, might be more difficult [16]. Furthermore, students who do not have strong mathematics background, often are not confident about their capabilities, and dislike anything "mathematical" [4] Moreover, according to Costu et al [2], Statistics is one subject that most creates anxiety and fear among students. Like Mathematics, they think that it is an unpleasant and a difficult subject to learn.…”

Game-Play: Effects of Online Gamified and Game-Based Learning on Dispositions, Abilities and Behaviours of Primary Learners

“…Mathematics and Science were the most common disciplinary areas for the studies under review. Five studies implemented online games in Mathematics course [4,9,14,17] and another seven studies were in the disciplinary area of Science [6,7,8,11,12,13,15]. The remainder focused on other disciplinary areas, such as Geography [5,10], English [5] and Literacy skills-Reading [18].…”

“…A variety of types of online gaming products, including 3D immersed games [10,11] and mini games [8,9] which support social interaction (cooperation, collaboration) and competition have been shown to positively enhanced primary learners' dispositions toward learning across a range of different disciplinary areas [8,9,10,11]. Game-based learning has been shown to promote an increase in positive attitudes towards disciplinary areas [4,5,12,13,14,19] to make the learning experience more enjoyable [14] and to promote engagement beyond the classroom [19]. This can lead to learners exhibiting independent behaviours (becoming more self-directed, autonomous) and a positive shift in their interest towards the process of learning, as opposed to focusing on academic grades [10].…”

On line and other Game-Based Learning for Mathematics

“…Students expressed that the game motivated their interest about the course of mathematics which sometimes was really boring and helped them understand the subjects. In contrast some students found the game useless and claimed that other games like chess would bring better results [10].…”