The Impact of Game-Based Learning on the Achievement of Learning Goals and Motivation for Learning Mathematics -Literature Review %ODåHQNDD'LYMDN (original) (raw)
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2011
Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of litera...
The effects of modern mathematics computer games on mathematics achievement and class motivation
Computers & Education, 2010
This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly assigned to experimental and control groups. A mixed method of quantitative and interviews were used with Multivariate Analysis of Co-Variance to analyze the data. The results indicated significant improvement of the achievement of the experimental versus control group. No significant improvement was found in the motivation of the groups. Students who played the games in their classrooms and school labs reported greater motivation compared to the ones who played the games only in the school labs. Prior knowledge, computer and English language skill did not play significant roles in achievement and motivation of the experimental group.
Developing Educational Games for Mathematics Learning to Improve Learning Motivation and Outcomes
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This study aims to develop learning educational games as learning media in the mathematics learning process to increase students’ learning motivation and outcomes. Educational games are designed to help students understanding a simple geometric shapes such as angles, sides, and nets. The development model was based on the ADDIE model covering Analyze, Design, Development, Implementation, and Evaluation stages. The result of the feasibility assessment by media and material experts reached 94% and 90% of each. Meanwhile, the assessment by the teacher reached 90%. The result of the initial / pilot test and field test reached 87% and 94% respectively. Based on the assessment, it can be concluded that educational games are suitable for supporting mathematics learning. The increase in students’ learning motivation reached 84.4%, while the learning outcomes increase from 48.9 to 85.1. Further, the gain score reached 0.71 indicating that the educational games are effective for improving lea...
A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach
Excitement about learning from computer-based games has been palpable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The empirical study reported in this paper provides evidence that a mathematics educational game can provide superior learning opportunities, as well as be more engaging. In a study involving 153 students from two middle schools, 70 students learned about decimals from playing an educational game—Decimal Point—whereas 83 students learned the same content by a more conventional, computer-based approach. The game led to significantly better gain scores in solving decimal problems, on both an immediate (d = .43) and delayed (d = .37) posttest and was rated as significantly more enjoyable (d = .95). Low prior knowledge students especially benefitted from the game. This paper also summarizes the game's design characteristics.
Maths Games: An effective pedagogical tool to
Traditional mathematics teaching in schools has fostered memorization of facts and procedures. Studies indicate that most of the students have problems learning mathematics due to lack of motivation, boredom, little encouragement for self-learning, lack of interest and proficiency in the subject, lack of continuity and focus. From the constructivist perspective, the effect of students’ active participation on maths achievement cannot be ignored. In an effort to engage children in mathematics learning, many teachers teaching primary grades use mathematical games and activities to overcome these barriers. Games have not only been employed for drill and practice but also for warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. In order to bridge the achievement gaps between high and low achieving students, it is important to consider how to help students with low achievement improve their learning performance. Although there is much theoretical support for the benefits of digital games in learning and education, there is mixed empirical support. This research report provides an overview of the theoretical and empirical evidence behind the use.
Teaching and Learning Basic Mathematical Concepts Based on Digital Games
International Journal of Current Researches in Sciences, Social Sciences, and Languages, 2023
Today all over the world the methods of teaching mathematical concepts are having a significant meaning, constantly providing an effort to the ever-changing learning needs of students. Technology has become increasingly integrated into the learning process and students must adapt to the digital age. In particular, digital game-based learning (DGBL) is being considered an effective learning tool in the classroom and beyond. Therefore, the research attempts to reflect the teaching and learning of fundamental mathematical concepts. The purpose of our paper is to present a description of how the teaching and learning of basic mathematical concepts can be handled with digital games. The methodology used for this research is a summary of existing studies, where it is discussed that through digital games teaching and learning in the subject of mathematics reflects an additional motivation for these students. The results of this study reflect a review of the literature on the need to integrate digital didactic games in the teaching and learning of basic mathematical concepts
Edumatika : Jurnal Riset Pendidikan Matematika, 2020
The purpose of this study was to determine the perspective of mathematics education college students or preservice mathematics teachers on the use of educational games in mathematics learning at schools. This research is a descriptive study with a quantitative approach. The research subjects were 48 college students in mathematics education. Student perspective data were obtained through a questionnaire given, then the data were tabulated and analyzed. The results showed that 93.75% of students agreed with the use of games in learning mathematics. The reasons students agree with the use of games are students become interested in learning, learning becomes fun, students do not get bored, game technology needs to be utilized in learning activities, the topic is easy to understand, students can learn while playing, games can increase learning interest, learning becomes not monotonous, students become enthusiastic about learning, current learning must be more modern, students are not surfeited about learning, games are following the current digital era, can be a media of learning, effective in learning, increase students' creative thinking, reduce the negative effects of handphone, students become challenged, and students are more relaxed to learn.
The Use of Teacher-Made Digital Games in Teaching Mathematics 3
Psychology and Education: A Multidisciplinary Journal, 2024
The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pre-test design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners’ engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences.
Th!nklets for mathematics education. Re-using computer games characteristics in educational software
2000
Computer games are engaging activities for a growing number of children. Technology, especially computers and the internet, have rapidly become more widely available in educational settings as well as at home. Mathematics, not always an engaging subject for elementary and middle schools students, can be made more engaging by designing challenging tasks that are meaningful for children in which they actively participate. Also, using computers in math education contributes to students' motivation and engagement. This paper reports on a study focused on the contribution of playing so-called "Th!nklets" on doing and learning mathematics. "Th!nklets" are interactive computer activities that involve mathematical thinking and problem solving. Some findings from the analysis of the online use of the Th!nklet 'Share Money' by 600 Dutch children age 10-12 are presented.