Mathematical Game Research Articles

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

Challenges and possibilities of digital games in mathematics teaching: a situational overview of recent years in Brazil

This paper is an extended version of the literature review already presented by the authors in SBGAMES 2023 and had as objective to investigate the possibilities and challenges that researchers face during the use of digital games in mathematics teaching in Brazilian basic education. The digital games, whether in Smartphone or Personal Computer, are example of activates that are part of the students’ life, and for being immersed in this universe they can have difficulties in the classroom, that’s why some teachers and researchers have tried to use the digital games in the classroom to make the classroom more comfortable for the students who are already immersed in the world of Information and Communication Technologies. The research object, the research string, the time, and the platforms on which the research would be conducted were defined. 129 studies were found, and after three steps of reading, six of them were selected for the data analysis. It was noticed that the students liked the activities conducted, because the game brought context to the concepts and turned possible that they could have a more open dialogue between them and with the teacher to take questions or explain the logics used to reach a certain result. It was also noted that they had challenges, but these were overcome with adaptations in the activities.

Student-centered school, competency development and playful, experiential mathematics learning in Hungary

As colleagues of the Faculty of Culture, Education and Regional Development at the University of Pécs (Hungary), we have been striving for decades to ensure that teachers contribute as successfully as possible to the development of the most important competencies of their students. In our thesis we highlighted three topics (each related to a renowned psychologist) we found important in our teacher training practice. Based on the work of Carl Rogers, the person-centered approach has influenced the mindset of helping professionals worldwide over the past sixty years. In the 80's we started spreading it from the Juhász Gyula Teacher Training College in Szeged, and than from the University of Pécs. John Raven's psychocybernetic approach points out that education is a complex system in which positive changes in one factor can be detrimental to overall performance due to complex interactions. When the University of Pécs awarded John Raven an honorary doctorate, it also wanted to show that we want to build more on his work in teacher education. Zoltán Pál Dienes is considered the most exciting figure in playful, experiential, exploratory mathematics learning/teaching worldwide. In the last years of his life, he also became an honorary doctor of the University of Pécs and we undertook to bring his mathematical games (learning aids) to Hungarian schools. We hope that the "Dienes method" will make everyone like this anxiety-inducing subject, which is still foreign to many students today. The trends presented in this paper can help make our educational practice more child-centered and effective if we continue to make serious efforts.

Mathematics Games Creation by Using Block-Based Programming (Scratch) to Enhance Students Learning Experiences

The use of information technology in making teaching materials by teachers can improve students' learning experiences. One of learning methods that can be adopted with technology integration is game-based learning design. The problem is that teachers generally lack the ability to utilize technology in learning process. Through this service activity, the team provides assistance to teachers at MTsN 5 and MTsN 6 Padang in designing interesting learning process using game-based learning design. This approach produces active involvement of students in the learning process while increasing students' creativity and understanding.

EquiCity game: a mathematical serious game for participatory design of spatial configurations

We propose a mathematical framework for developing social-choice games that are designed to mediate decision-making processes for city planning, urban area redevelopment, and architectural configuration of urban housing complexes. The proposed framework features a digital serious gaming approach for participatory design to support transparency and inclusion in the process of decision-making and ensure an equitable balance of sustainable development goals in spatial design outcomes. The mathematical process consists of a Markovian design machine for balancing the design decisions of actors, a massing configurator equipped with fuzzy logic and multi-criteria decision analysis, algebraic graph-theoretical accessibility evaluators, and automated solar-climatic evaluators using geospatial computational geometry. We demonstrate the effectiveness of the framework by implementing a multi-player online game that facilitates a participatory decision-making workshop for forming multi-functional building complexes by providing a generative configurator equipped with automated appraisal/scoring mechanisms for revealing the aggregate impact of alternatives. The EquiCity game empowers a group of decision-makers to reach a fair consensual spatial design by mathematically simulating many rounds of reasonable trade-offs between their decisions, with different levels of interest or control over various types of investments. The novelty of the framework is in its capability to encompass decision-making about the most idiosyncratic aspects of a site related to its heritage status and cultural significance to the most generic aspects such as balancing access to sunlight for the site while respecting ‘the right to sunlight’ of the neighbours of the site, ensuring coherence of the entire configuration with regards to a network of desired closeness ratings, the satisfaction of a programme of requirements, and intricately balancing individual development goals in conjunction with communal goals and environmental design codes.

Application of Games-Based Mathematics Learning in the Preschool-Elementary Transition

The results of this study aim to understand the use of Elementary Mathematics Games in Mathematics and Science Learning for PIAUD and PGMI Study Program Students during the PAUD-SD transition period. The research design used a descriptive quantitative approach with data collection techniques through questionnaire distribution. The results of the study found that: 1) Knowledge of Elementary Mathematics Games amounted to 92%; 2) the technique of using Elementary Mathematics Games in lecture activities has increased by 85%; 3) the difficulty faced in the process of using SD Mathematics Games amounted to 80%; 4) the integration technique of SD Mathematics Games is very easy to apply in activities Mathematics and Science Learning in PIAUD and PGMI Study Programs is 90%; 5) The percentage of usefulness in the use of Elementary Mathematics Games in the Mathematics and Science Learning process in the PIAUD and PGMI Study Programs is 95% with a benefit level of 76-100%. Thus, the use of Elementary Mathematics Games can be used in developing material from teaching materials for lecturers, teachers, and students in learning process activities.

Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game

AbstractWell‐designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th‐grade students' (N = 760) in‐game performance (ie, strategy efficiency, mathematical validity of the first action, mathematical errors) and help‐seeking behaviours (ie, hint requests) correlated with their algebraic knowledge in an online mathematics game. The k‐means cluster analysis identified four groups of students based on their in‐game metrics, and some variabilities in their in‐game performance were found. Although hint requests were available, only a few students showed a high percentage of hint requests during their gameplay. The regression analysis revealed that students' in‐game performance and help‐seeking behavioural patterns explained a significant amount of variance in students' algebraic knowledge above and beyond their prior knowledge. Our results suggest that how students interact with the online learning game is related to their later math performance, and qualitative aspects of student behaviours captured using log data provide meaningful information to students' algebraic understanding. Practitioner notesWhat is already known about this topic Well‐designed online educational games can improve students' math knowledge, skills, and engagement. Several studies found that some in‐game metrics, such as in‐game progress or correctness of tasks, are positively associated with learning outcomes. However, many studies used simple metrics like the correctness of each task or the number of problems completed to measure students' performance in the game. Few studies measured more in the moment or qualitative aspects of student in‐game performance, for example, how efficiently students solved problems in the game. What this paper adds In‐game metrics measuring more in the moment and qualitative aspects of students' problem‐solving explained a significant amount of variance in students' algebraic knowledge above and beyond students' prior knowledge. Students' strategy efficiency and strategic planning were positively associated with students' math problem‐solving performance. Although hints were available for almost all problems, only a few students exhibited a high level of help‐seeking behaviours, and the students with the lowest in‐game performance who needed help the most showed low help‐seeking behaviours. Implications for practice and/or policy Classifying students into profiles could provide ways to identify students with different levels of problem‐solving skills and help teachers provide more personalized instruction. Teachers could use this information as a formative assessment to identify the core areas of intervention needed, particularly for students struggling with math concepts taught in the game. Instructional strategies that make hints more appealing or engaging to students might be needed.

Playfulness in Mathematics Teaching in the 5th Grade of Elementary School at Tereza Lemos de Oliveira Santos State School in Atalaia do Norte-AM Municipality

The purpose of the present work is to verify if the teaching of mathematics can become interesting for the students of the 5th year of Elementary School, through the playfulness with the use of mathematical games. In this context, mathematical games: contig 60, multiplication domino, division marathon and integer race, emerged as an educational process, with the aim of promoting teaching and learning through play. As a methodology of qualitative documentary approach, a questionnaire was applied to find out the students’ level of learning, right after, there was a class on the contents of addition, subtraction, multiplication and division. As a complement, the games mentioned above were applied. When the questionnaire was applied again, there was a great improvement in the level of learning of the students in this 5th grade class, in relation to the four basic operations of mathematics. Thus, it can be noted that the use of games enabled the construction of students’ knowledge, thus awakening creativity, logical reasoning and their motor skills. Also, through these activities, a greater interest and curiosity in learning mathematics was noticed in the students.

Playing Games with Cacti

Summary The Game of Cycles is a two-player impartial mathematical game, introduced by Francis Su in his book Mathematics for Human Flourishing (2020). The game is played on simple planar graphs in which players take turns marking edges using a sink-source rule. In Alvarado et al., the authors determine who is able to win on graphs with certain types of symmetry using a mirror-reverse strategy. In this paper, we analyze the game for specific types of cactus graphs using a modified version of the mirror-reverse strategy.

Non-Digital Games That Promote Mathematical Learning in Primary Years Students: A Systematic Review

Despite primary school teachers demonstrating strong preferences for using non-digital games over digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games. To address this gap, the current systematic literature review focuses on non-digital, games-based, empirical studies in the primary mathematics classroom over the past two decades from 2003 to 2022. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was employed as a guideline for the data-collection process. The review presents an analysis and synthesis of 34 manuscripts, representing 32 distinct studies. Over three-quarters of manuscripts employed quantitative methodologies and around half qualitative methodologies, whilst studies focused exclusively on student, as opposed to teacher, outcomes. Despite Australia and Indonesia being comparatively overrepresented, the studies in scope were notable for both their geographic diversity and the eclectic range of game types and structures incorporated; although they did tend to disproportionately focus on number and operations, as opposed to other mathematical content areas. Moreover, the impact of mathematical games was generally positive across the broad range of outcomes considered, suggesting that mathematical games are potentially effective for both developing mathematical proficiencies, as well as improving dispositions towards mathematics. Future research directions are discussed.

PENGARUH MEDIA PEMBELAJARAN WORDWALL TERHADAP MOTIVASI BELAJAR MATEMATIKA PERKALIAN BILANGAN BULAT

This research aims to determine the effect of using word wall based educational games in mathematics learning on student learning motivation in grade VI at SDN Bojonggenteng Elementary School. This research is quantitative research using survey methods. The subjects of this research were 87 Class VI students, where the sample was 37 Class VI students. The data collection technique in this research is by using a questionnaire. Information obtained from respondents using this questionnaire was used to determine the effect of using wordwall-based educational games on learning motivation. This research uses partial testing (t test) to determine the hypothesis. The hypothesis results obtained based on the partial test (t test) are 3.552 (tcount) > 2.045 (ttable) with a significance of 0.000 < 0.05. These results show that H₁ is accepted and H₀ is rejected, which means that there is a positive and significant influence between wordwall-based learning media on learning motivation in mathematics learning for class V1 students at SDN Bojonggenteng.

The application of operation research in the design of on-site construction organization

This article explores the integration of Operations Research (OR) principles in the design and management of on-site construction organizations. The first section introduces Operations Research as a multidisciplinary field that employs mathematical modelling, statistical analysis, and optimization techniques to enhance decision-making processes across various sectors. Key aspects such as mathematical modelling, optimization, decision analysis, simulation, queueing theory, linear programming, and game theory are highlighted. The second section focuses on the design of on-site construction organizations, emphasizing the structure and organization of resources, personnel, and processes essential for efficient project execution. Various key elements, including project management, site personnel, project support teams, engineering and design teams, health and safety personnel, procurement and supply chain, communication and coordination, equipment and maintenance, and environmental compliance, are discussed. The third section delves into the application of Operations Research techniques in the design and management of on-site construction organizations. It outlines how OR principles can be employed for resource allocation and optimization, project scheduling and planning, inventory management, equipment utilization, project costing and budgeting, risk management, supply chain management, human resource management, facility layout and design, and the development of decision support systems. The conclusion highlights that the strategic application of Operations Research methodologies contributes to enhanced efficiency, optimized resources, and improved decision-making throughout the construction project lifecycle. The integration of OR principles not only enhance the overall effectiveness of on-site construction organizations but also leads to cost savings, timely project completion, and improved project outcomes. As construction projects continue to grow in scale and complexity, the systematic and analytical approach provided by Operations Research becomes increasingly valuable in addressing the intricate challenges faced by construction stakeholders.

Investigation of the Effect of Gamified Learning on Motivation and Success in Math Class

Purpose: Educators are consistently seeking ways to enhance classroom engagement. In response to declining student achievement in mathematics, traditional teaching methods are gradually giving way to more innovative approaches such as gamified learning. Gamified learning complements conventional instruction by creating an engaging virtual and augmented reality environment in which students can actively interact with the subject matter. This study revolves around a highly significant research question: the impact of gamified learning in mathematics education on student motivation and achievement. In this domain, investigations into the latest developments in designing and testing mathematical games have been examined.
 Methodology: To this end, a literature review method has been employed, and document analysis has been conducted.
 Findings: The results indicate that gamified learning proves to be a promising tool for enhancing short-term motivation and student achievement.
 Unique contributor to theory, policy and practice: However, further research is necessary to determine if these gains can be sustained over the course of a semester.

Mathematical Game Theory at St. Petersburg State University

The paper is dedicated to the 300th anniversary of St. Petersburg State University. Creation of the school of mathematical game theory at St. Petersburg State University is associated with Nikolai Nikolaevich Vorobyov. The school has an interesting history described in the paper. More than 50 scientists working in the leading Russian and international scientific centers all over the world in the field of differential, dynamic, and cooperative games were the students of this school.

Jungle Math: An Educational Mobile Games for Preschoolers Learning Mathematics

This project is about developing an educational game for kindergarten children. Educational games for kids are designed to teach important concepts such as numbers, letters, colours, shapes, and more in a fun and engaging way. They can also help develop important skills such as problem-solving, critical thinking, and creativity. Mathematics is a challenging subject for most children at an early age, especially preschoolers. This is due to the lack of understanding, interest, and successful ways to help them learn. Typically, mathematical games are presented with an emphasis on entertainment or education. Games can be an effective way to teach children mathematics. They can also help foster a positive attitude towards the subject, which can lead to better learning outcomes. Thus, creating an educational mobile game would be an excellent solution to this problem. This project aims to create a mobile game that can be installed on mobile phones or tablets to teach children mathematics. The RAD (Rapid Application Development) model will be used as the project methodology to conduct this project. First, the functional requirements were determined. Then, the prototype was developed and named Jungle Math. A field usability test was conducted with the targeted users to evaluate the application's ease of use. The findingssuggest that the application is ready to be used in a learning and fun environment for kindergarten children upon the success of the trial run, as the targeted users found the application easy to use and enjoyed playing and learning with the application.

STRATEGIC TRANSFORMATIONS: INDIA'S PURSUIT OF COUNTERFORCE TARGETING AND REGIONAL STABILITY

In the intricate web of South Asia's security dynamics, India and Pakistan's relationship holds the key to equilibrium. Geographical proximity demands swift responses, prompting India's strategic shift towards Counterforce targeting. Official declarations and military posturing attest to India's resolute commitment to recalibrate its deterrence doctrine. This study critically examines the origins of India's Counterforce targeting strategy, drawing from existing literature and employing theoretical frameworks, including posture optimization, escalation ladder, superiority-brinkmanship, mathematical game theory, rational choice theory, and nuclear deterrence. These models collectively contribute to understanding the implications of India's pursuit of nuclear superiority for coercive diplomacy with Pakistan. Beyond enriching the understanding of South Asia's security, this research unravels the interplay between evolving nuclear strategies, the fluid dynamics of deterrence, and nuanced geopolitical ambitions. By deciphering India's counterforce targeting approach, this study fosters a nuanced discourse on South Asian strategic stability, offering insight into the pivotal role of nuclear deterrence in shaping the region. Bibliography Entry Ashraf, Mubeen and Syed Saif ul Haq. 2023. "Strategic Transformations: India's Pursuit of Counterforce Targeting and Regional Stability." Margalla Papers 27 (2): 14-26.

Play in the mathematical education of young children. Selected pedagogical and medical aspects

This article aims to present play as one of the most common, natural, and spontaneous forms of activity undertaken by preschool children. Through appropriately chosen mathematical games and didactic means, we can introduce a child to the secrets of culture and art stimulate their motor, emotional, social, and intellectual development. Particular emphasis is placed on games created by the children themselves, which engage not only manipulative and verbal activities but also mental processes to a large extent. In addition to its educational and upbringing functions, the article also highlights the importance of the caring function. It emphasizes the necessity for educators and teachers to adhere to fundamental principles aimed at safeguarding children from excessive risks associated with all playful activities within educational and childcare facilities, as well as beyond them.

A detailed study on implementing new approaches in the Game of Life

In 1952, Alan Turing who is considered as a father of Computer Science, based on his previous scientific research on the theory of computation, he emphasized how important is the analysis of pattern formation in nature and developed a theory. In his theory, he described specific patterns in nature that could be formed from basic chemical systems. Turing in his previous studies in the theory of computation, he had constantly worked on symmetrical patterns that could be formed simultaneously and realized the necessity for further analysis of pattern formation in biological problems. However, it was until the late 1960s, when John Conway was the first to introduce the "Game of Life", an innovative mathematical game based on cellular automata, having a purpose to utilize the fundamental entities, called as cells, in two possible states described as "dead" or "alive". This paper tries to contribute to a better understanding of the "Game of Life" by implementing algorithmic approaches of this problem in PASCAL and Python programming languages. Also, inside the paper numerous variations and extensions of the Conway's Game of Life are proposed that introduce new ideas and concepts. Furthermore, several machine learning algorithms to learn patterns from large sets of Game of Life simulations and generate new rules or strategies are described in detail.

An evolutionary approach to developing supporting software for the design of card deck-based mathematical didactic games

Didactic card games have demonstrated their efficacy in engaging Generation Z students in diverse course materials in the field of natural sciences. However, the absence of suitable tools poses a significant obstacle to the creation of card decks which include complex formulas. In this paper, we introduce a JavaScript-based web application that simplifies and accelerates the design process by providing support for LaTeX that enables the integration of scientific equations onto the cards. The proposed software aims to encourage educators to participate in card deck design, with the ultimate goal of contributing to the broader adoption of scientific card games.

Development of hands on mathematics module based on journal review to promote student involvement in merdeka curriculum

The massive development of technology in education has led to the implementation of digital-based learning. However, the impact of the pandemic and the implementation of online learning by utilizing digital technology has caused problems in the form of learning loss. The Merdeka Curriculum as an effort to resolve this learning loss has actually created new problems, that is, teachers' difficulties in implementing differentiated, fun, and meaningful student-centered learning. More specifically, this difficulty occurs for math teachers who do not have references to various mathematics activities that support meaningful learning. One alternative solution to solve this problem is to have a special module that contains references to various mathematical activities and games. The purpose of this research is to develop a hands-on mathematics module based on journal studies which becomes a teaching module in the manipulative mathematics media course. The research and development model to be implemented is 4D Thiagarajan which consists of 4 stages, these stages are define, design and develop. The dissemination stage was not carried out in this period due to research limitations. The results showed that the developed module met the validity criteria with a score of 2.71, met the practicality criteria with a score of 87% and met the effectiveness criteria with a score of 91,6. It’s concluded that the hands on mathematics module was feasible to use and met the criteria of valid, practical, and effective. The results of the study are expected to be a recommendation for further development research and for teachers in designing mathematics learning.