An exploratory holistic analysis of digital gamification in mathematics education

Katibe Gizem Yiğ,Sezan Sezgi̇n

doi:10.31681/jetol.888096

Abstract

This paper presents an explorative holistic analysis of digitally-constructed gamification processes in mathematics education. The main aim of this study is to identify the key-issues, intentions and trends by examining peer-reviewed publications using a combination of social network analysis (SNA), computerized lexical analysis and content analysis. Research findings indicate that there is a growing trend in gamification in mathematics education (GIME) research. GIME is mostly employed in primary school level. It was also found that, numbers is the most gamified math topic. Another research finding reveals that the researchers mostly use gamification to improve mathematical problem-solving, math achievement and math performance apart from the motivation and engagement. According to SNA findings, the most strategic terms in GIME research are as follows; geometry, fractions, mobile-learning, gender-studies, human-computer interaction, intelligent tutoring systems and tangible user-interfaces. GIME research is mostly influenced by USA and Brazil hence, the developing countries have an increasing interest in GIME research. Finally, findings on general research discourse implies that the general discourse among the sampled papers is positive. The findings obtained in this study may be useful to improve mathematics education by mapping a research agenda for researchers and educators with the exploration of potentials of GIME research.

Highlights

One of the general and accepted definitions of gamification is that, it is the use of game designs elements in non-game contexts (Deterding, Sicart, Nacke, O'Hara, & Dixon, 2011)
When the time series is analyzed (Figure 2), it is observed that there is an increase in the studies on the gamification in mathematics education (GIME) from 2012 to 2019
Key issues and trends in mathematics education with regards to gamification were identified through a triangulation of social network analysis, content analysis and lexical analysis

Summary

Introduction

One of the general and accepted definitions of gamification is that, it is the use of game designs elements in non-game contexts (Deterding, Sicart, Nacke, O'Hara, & Dixon, 2011). Game-design elements are used to support individuals’ daily actions and acts from different points (Huotari & Hamari, 2017). The concept of gamification of learning-teaching, which basically includes the act of playing, was first coined by game designer Nick Pelling in 2002 (Werbach & Hunter, 2012) and took its place in Gartner Hype Cycle in 2011. We can evaluate the history of gamification together with the history of the games that the inclusion of games in daily life is as old as the history of humanity

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