The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

Alanazi, Homoud Mohammed

doi:10.4995/muse.2020.12622

Cited by 17 publications

(23 citation statements)

References 40 publications

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“…According to the study, post -learning achievement was better than pre -learning achievement, with statistical significance at 0.01 (total score: 17.06), thus signifying better digital intelligence (average score increased to 7.16); this is in line with a study conducted by Lerdrungporn, P., Wattananarong, K., & Wiriyanon, (2017), which compared the learning achievement (average score) of students' learning with instructional management for touch-screen computers and students' learning with conventional methods using independent T-tests (two sample groups); the comparison showed statistically significant difference at 0.05; (Alanazi, 2020) thus, the T-test was feasible in the study.…”

Section: Discussionsupporting

confidence: 88%

Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate

Phunaploy

Nilsook

Nookhong

2021

Mult.J.Edu.Soc.Tec.Sci.

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<p>This paper has two main aims: the first is to study pre- and post- leaning achievement utilizing AL MIAP to promote copyright digital intelligence for Suan Suan Sunandha Rajabhat University undergraduate students; and the three is to investigate the appropriateness of leaning management adopting an AL MIAP leaning model to promote the students’ digital intelligence. An AL MIAP learning model was utilized in the processes to promote five digital intelligence skills, i.e. respecting copyright, prevention, checking before sharing, threat awareness and using safely. Fifty-eight Suan Sunandha Rajabhat University undergraduate students in the three year enrolled in the introduction to digital economy course and were selected in a sample group. The tools were: Kahoot!, Google Forms, content network chart, pre- and post-test, digital media copyright test and the AL MIAP learning model. Percentage, mean, S.D, and T-test were applied in the research. The study revealed that the post-learning achievement was better that the pre-learning achievement with statistical significance at 0.01; the students gained total scores of 17.06, which was 7.16 points higher than the pre-learning scores, signifying that their digital intelligence skills were better. As for AL MIAP leaning model, it revealed that this model was appropriate at the highest level. </p>

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Section: Discussionsupporting

confidence: 88%

Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate

Phunaploy

Nilsook

Nookhong

2021

Mult.J.Edu.Soc.Tec.Sci.

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“…The forest plot for the digital games interventions is shown in figure 3. Note how the heterogeneity was much lower than the one computing considering all the studies ( 2 = 68.8%), partially due to the removal of the outlier study by Alanazi (2020).…”

Section: Random-effects Model Meta-analysismentioning

confidence: 81%

“…Our leave-one-out sensitivity analysis showed how the results were robust: the overall effect size varied from −0.36 to −0.16 and only in 4 out of 16 cases the confidence level of the overall effect size was significant at 95% level. The value of −0.16 was obtained by removing the outlier study of Alanazi (2020). We also checked the sensitivity to − , the correlation between the pre-and post-test.…”

Section: Discussionmentioning

confidence: 99%

Do Games Reduce Math Anxiety? A meta-analysis.

Dondio¹,

Gusev²,

Rocha³

2022

Preprint

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In this paper, we meta-analyse the empirical evidence about the effectiveness of game-based interventions to reduce students' level of math anxiety. After performing a search for randomised controlled studies relevant to game-based intervention for math anxiety, 16 experimental studies with a total of 686 participants described in 11 peer-review articles met the selection criteria.A random-effects meta-analysis indicated a small and non-significant reduction of math anxiety (mean effect size ES=-0.32, CI=[-0.64,0.01]). The results were moderated by several factors: non-digital games were more effective, while digital games had a negligible mean effect size of $ES=-0.13$, $CI=[-0.33,0.08]$. The effect size was moderated also by the total duration of the intervention, to the advantage of longer interventions, and by the type of gameplay: games had a greater effect on math anxiety reduction when they promoted collaborative and social interactions. Such features were only present in non-digital games, while all the digital games analysed were single-player. In the final section of the paper, we discuss future possible research directions. The weak results obtained indicated the need to develop and test games explicitly designed for math anxious students. This will require the investigation of the relationship between game features and math anxiety through the analysis of the behaviour of anxious and non-anxious students at play. Among the features that an anxiety-aware game could employ, we suggest collaborative gameplay, social interactions, adaptability, features promoting intrinsic motivation and real-time measurements of math anxiety.

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“…Recent comparisons between traditional teaching approaches and active recreational maths games (ARMG) have been trialled [26]. In this research, a sample of 60 first-grade Saudi Arabian primary school children (UK age 6-7 years) were randomly allocated to the control group (n=32) or experimental group that would participate in three weekly, 45-minute sessions (including counting, subtraction, additions, shapes) over a two-month period, and MA scores were determined using a translated 23-item iteration of the Mathematics Anxiety Scale for Children [27] [28].…”

Section: Interventions To Reduce Mamentioning

confidence: 99%

“…Nonetheless, studies that have implemented and reported targeted strategies appears to show a trend of reducing MA, andto an extentpromoting maths attainment. Alanazi [26] suggests that this may be associated with supporting self-concept, self-esteem [29], self-confidence and, crucially, self-efficacy [30]. Jansen and colleagues [31] manipulated perceived success rates on a computer-based maths task completed by primary school children (aged 6-10 years).…”

Section: Interventions To Reduce Mamentioning

confidence: 99%

Interventions to address mathematics anxiety: An overview and recommendations

Petronzi¹,

Hunt²,

Sheffield³

2021

Preprint

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Mathematics anxiety (MA) is a negative cognitive-emotional response to mathematics (maths) or numbers associated with tense and anxious feelings that hinder the ability to manipulate numbers and solve mathematical problems. Maths anxious individuals often show poor performance when solving maths problem, but not on other cognitive tasks. We draw together empirical evidence from attempts to reduce MA, synthesising the literature and capturing a wide range of studies. Recent work has focussed on functional strategies that may encourage more positive perceptions of maths by reducing anxiety as well as improving attainment. A range of approaches have been implemented to target specific factors that previous research has identified as being implicated in MA, with varying success. These factors include cognitive and emotional processes, negative appraisal and self-concept, self-regulation and metacognition, and a lack of maths proficiency. Targeted strategies have also implicated self-concept, self-efficacy, and attitudes more generally related to maths. Those strategies that appear to be most effective in addressing MA are those that facilitate cognitive control, with an emphasis on attentional processes and emotion regulation. In the main, these studies provide support for the debilitating anxiety model, although recent work also supports an interpretation account of MA and may pave the way for more novel, cognitive-based interventions. Whilst neurophysiological studies offer insight into our understanding of MA, we recommend a move away from potential strategies that are resource-intensive. We propose the need for targeted strategies that are time and cost-effective, especially those that lend themselves to a range of educational contexts, such as home and virtual learning environments. To minimise avoidance, it is important that academic settings are inviting and encourage participation in maths learners. Pedagogical strategies that include a degree of co-construction may also encourage engagement and enjoyment, highlighting the relevance of maths.

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The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

Cited by 17 publications

References 40 publications

Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate

Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate

Do Games Reduce Math Anxiety? A meta-analysis.

Interventions to address mathematics anxiety: An overview and recommendations

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