Game Development as Students' Engagement Project in High School Mathematics (original) (raw)
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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.
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Motivation is the main factor of teaching and encouragement that increases student activity, their interest and willingness to learn. Motivation is a process that should be initiated by the teacher, to motivate means to encourage internal resources of individuals, their sense of skill, respect, autonomy and self-realization. An essential factor which affects students' motivation is the game. The game as an activity that is accomplished in math classes is the best way to awaken interest in learning. The attitudes and opinions of lower primary teachers in elementary schools regarding game activities as motivators in math classes are one of the key indicators for the effect of their implementation. The survey sample consists of 123 surveyed teachers (who in the 2014/2015 school year lecture in the first, second and third grade) from nine elementary schools from Skopje with its surroundings. The research results will help teachers' self-awareness about the importance and impact ...
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The primary focus of this study was to investigate the impact of games activities in mathematics classes. The study incorporated a pre-post approach that involved surveys to assess students‘ perceptions of psychosocial features of the learning environment, academic efficacy and students‘ enjoyment of mathematics lessons. A sample of 90 students from three colleges in the United Arab Emirates participated in the study. After the initial collection of quantitative data, Jeopardy!-type games were introduced to 90 students over a six-week period. The findings suggest that, during exposure to games, students experienced an improvement in the three psychosocial features of the learning environment (teacher support, involvement and personal relevance) and also academic efficacy and enjoyment of mathematics lessons. The results of this study offer potential opportunities for mathematics educators to incorporate the use of mathematical games in the curriculum as a practical way to improve classroom environments and students‘ attitudes.