Abstract
This paper is an attempt to analyze critically the existing empirical studies of digital game-based learning courseware in Mathematics education. The major purpose of this meta-analysis is to identify effective game-based element to customize an engaging learning courseware. The meta-analysis was done focusing on Mathematical subjects to understand how digital game-based learning affects the learners’ knowledge in mastering new Mathematical concepts. This article review is comprised of 17 empirical studies which were constructed on different framework of game-based elements. The findings revealed that there are twelve essential game-based elements namely fun, play, rules, goals, interaction, outcome, adaptive, winning conflict, problem solving, interaction and representation which are essential to create sense of engaging when adapting DGBL Courseware in Mathematics’ education. The systemic review enables the researcher to design a game model for Mathematics learning.
Highlights
Game Based Learning in EducationGame-based learning is a type of teaching approach practiced in the classroom to foster student’s understanding of learning topics (Abdul Jabbar & Felicia, 2015)
Introduction and CommunicationTechnology (ICT), educational technology has evolved throughout the years and invented many new strategies to facilitate teaching and learning among slow learners (Zielezinski & Darling-Hammond, 2018)
Remedial teachers are exposed to the usage of Digital Game-Based Learning (DGBL) to overcome difficulties in teaching the slow learners (Furió, González-Gancedo, Juan, Seguí, & Rando, 2013)
Summary
Game-based learning is a type of teaching approach practiced in the classroom to foster student’s understanding of learning topics (Abdul Jabbar & Felicia, 2015). Game-based learning is known as media-based learning approach; in school settings, learners use laptop, notebook and computer as a source of learning materials (Khamparia & Pandey, 2018). The above scholars believe that the usage of such media in game-based learning build a meaningful environment for learners to understand complicated, contextual knowledge in an easy way (Murphy, Coover, & Owen, 1989). This is because game-based learning with adapted learning elements will support learners’ understanding in specific learning area (Khamparia & Pandey, 2018). In DGBL, games are widely accepted in online-orientated learning, courseware-based learning and mobile learning
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