Gamification of Statistics and Probability Education: A Mobile Courseware Approach

Abstract

Aim/Purpose: The study examined how the developed mobile courseware can be used as instructional material to improve senior high school statistics and probability learning, particularly during distance learning caused by the COVID-19 pandemic. The study also aims to assess the gamified mobile courseware’s engagement, functionality, aesthetics, and information quality using the Mobile App Rating Scale (MARS) and a researcher-made Gamified Mobile Courseware Assessment Tool (GMCET). Background: The need to investigate the effectiveness of incorporating game-based elements into mathematics courses through innovative instructional materials inspired the study. The COVID-19 pandemic has made distance learning a necessity, and gamified mobile courseware is a potential solution to improve learning outcomes and engagement in mathematics courses. Methodology: The study employed a descriptive-evaluative method with quantitative and qualitative data to achieve its objectives. Five IT practitioners assessed the developed courseware using the MARS regarding engagement, functionality, aesthetics, and information. A researcher-made GMCET was also used to evaluate the app’s content quality, learning objectives, content presentation, learning assessment, and usability. Five math experts and 12 math teachers rated the app using the GMCET. The study used weighted mean to analyze the quantitative data and content analysis for the qualitative data. Contribution: The study provides insights into the strengths and weaknesses of gamified mobile courseware from the perspective of IT practitioners, math experts, and math teachers. The study’s findings can inform improvements in future iterations of courseware, and the study provides a valuable guide for practitioners looking to develop gamified mobile courseware for mathematics courses. Findings: The quantitative results based on the weighted mean indicate that the IT practitioners had a moderately positive perception of the developed courseware across all categories. At the same time, the math teachers and math experts showed highly positive perceptions of the gamified mobile courseware in Statistics and Probability, rating it highly across all categories. The qualitative data analysis through content analysis highlights the need for improving the user interface, usability, user experience design, user control, flexibility in interaction, data quality, reliability, and user privacy of the developed app. Recommendations for Practitioners: Practitioners can use the study’s findings to improve the design of gamified mobile courseware for mathematics courses and other content areas. The study recommends that practitioners focus on improving the user interface, usability, user experience design, user control, flexibility in interaction, data quality, reliability, and user privacy of gamified mobile courseware. Recommendation for Researchers: Future research can build on this study’s findings by exploring the use of gamified mobile courseware in other mathematical courses and other subject areas. Further research can also examine how gamified mobile courseware can improve learning outcomes for students with different learning needs. Impact on Society: The study’s findings could improve the effectiveness of gamified mobile courseware in enhancing student learning outcomes in mathematics courses. This can lead to better student performance, improved engagement, and increased interest in mathematics courses, positively impacting society. Future Research: Future research can explore using gamified mobile courseware in other mathematics courses and other subject areas. Additionally, future studies can examine how gamified mobile courseware can improve learning outcomes for students with different learning needs. Further research can also investigate the impact of gamified mobile courseware on student motivation, interest, and performance in mathematics courses.