Abstract
In modern education nowadays, the use of game-based learning as a teaching and learning method is popular in all school subjects, including mathematics. There are numerous studies dealing with the influences of this teaching method on the students’ achievements. Modern teaching theories consider an important effect of education on the development of students’ affective domain, connected with the subject and its teaching. In this work, the author studies journal articles that the use game-based learning in mathematics to assess its effects on the students, with the aim to analyze its impact on students’ affective domain. To achieve this, a systematic review with the use of a PRISMA statement is applied. The data sources are 57 journal articles from the area of interest listed in the Web of Sciences and Scopus. The results indicate that 54% of the articles consider the affective domain in the measurement of the effects of game-based learning in mathematics education. These articles report mostly (84%) the positive influences of game-based learning on students’ motivation, engagement, attitudes, enjoyment, state of flow, etc. The rest of the articles show mixed results, with the authors’ conclusions possibly affected by flaws in the research instruments, selection of study groups, and game design, therefore, stressing the importance of these elements in future research on this topic.
Highlights
Based on the fast progress of sciences and technologies, continuous innovations of the content, methods, and goals of school mathematics education are needed
The results indicated that the integration of games positively influenced attitudes towards mathematics, mostly in cooperative structured groups
In the current paper, the following questions are investigated: Q1: To what extent do the research studies dealing with the effects of game-based learning in the field of mathematics education address the influence of this teaching method on students’ affective domain, connected with mathematics and its teaching?
Summary
Based on the fast progress of sciences and technologies, continuous innovations of the content, methods, and goals of school mathematics education are needed. The question arises of how and to what extent game-based learning in mathematics education influences students’ affectional dimension This question has already been discussed in some studies and reviews. The above-mentioned studies imply possible influences of game-based learning on students’ affective factors connected with mathematics and its teaching process. There is a need for a systematic review of the journal papers dealing with game-based learning in mathematics, focusing on the present state of research on the influences of game-based learning upon student’s affective domain Based on this need, in the current paper, the following questions are investigated: Q1: To what extent do the research studies dealing with the effects of game-based learning in the field of mathematics education address the influence of this teaching method on students’ affective domain, connected with mathematics and its teaching?. The last chapter discusses the results, comparing them with the outcomes of other studies, summarizes the limitations of the study, and proposes ideas for future research on this topic
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