Mathematical Game Research Articles

Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions

Students often perform arithmetic using rigid problem-solving strategies that involve left-to-right-calculations. However, as students progress from arithmetic to algebra, entrenchment in rigid problem-solving strategies can negatively impact performance as students experience varied problem representations that sometimes conflict with the order of precedence (the order of operations). Research has shown that the syntactic structure of problems, and students’ perceptual processes, are involved in mathematics performance and developing fluency with precedence. We examined 837 U.S. middle schoolers’ propensity for precedence errors on six problems in an online mathematics game. We included an algebra knowledge assessment, math anxiety measure, and a perceptual math equivalence task measuring quick detection of equivalent expressions as predictors of students’ precedence errors. We found that students made more precedence errors when the leftmost operation was invalid (addition followed by multiplication). Individual difference analyses revealed that students varied in propensity for precedence errors, which was better predicted by students’ performance on the perceptual math equivalence task than by their algebra knowledge or math anxiety. Students’ performance on the perceptual task and interactive game provide rich insights into their real-time understanding of precedence and the role of perceptual processes in equation solving.

Enhancing students reflective thinking through outdoor play and game-based contextual learning

Integrating cognitive, affective, physical, and social aspects of learning helps introduce new ideas and consolidate existing thinking. Games and play can enhance reflective thinking skills in mathematics education. Games in mathematics teaching contribute to cognitive development and provide dynamic strategies for learning. Reflective thinking is one of the essential skills that mathematics students must possess. One method to foster reflective thinking is by applying outdoor contextual learning activities. This study aims to determine reflective thinking and the factors influencing through play and games-based contextual learning. This research method is descriptive and quantitative, with subjects of as many as 231 mathematics students determined based on a purposive sampling technique. The instrument used to collect data was the reflective thinking instrument developed by Kember. Data analysis was carried out using SEM modeling assisted by SmartPLS. Based on the data analysis results, it is known that understanding is the most influential indicator of reflective thinking, with a path coefficient value of 0.404 and a t-statistic > t-table of 19.430 > 1.653. Meanwhile, habitual action is the indicator with the lowest influence, with a path coefficient value of 0.129 and t-statistic > t-table of 3.818 > 1.653. In addition, critical reflection and reflection have a significant effect based on the path coefficient values of 0.330 and 0.381, respectively. This shows that the four indicators significantly influence the reflective thinking of mathematics teacher students.

Middle School Mathematics Teachers' Views on The Concept of Mathematical Game

In this study, the views of middle school mathematics teachers on the concept of mathematical games were investigated. The participants of the study consisted of 13 middle school mathematics teachers. Phenomenology, one of the qualitative research methods, was used in the study. Interviews were used for the collection of data. The data were analyzed through content analysis. As a result of the research, the teachers mostly used the expressions instructive and fun in their definitions of mathematical games. It was found that the participants explained the relationship between mathematics and games with the presence of mathematics in games and mathematics making sense of games. It was observed that teachers used mathematical games for cognitive/academic and affective purposes. In terms of the benefits of mathematical games, the focus was on the benefits for the subject, the student and the teacher. Similarly, it was emphasized that mathematical games have various effects on students' learning, attitudes toward the lesson, personal development and social development. However, it was determined that teachers experienced various difficulties during the game design/planning and teaching process.

Navigating the transition of a mathematical didactic game from tabletop to digital

Game-based learning is gaining prominence across various educational levels due to its ability to accommodate the preferences commonly exhibited by Generation Z students for visual and experiential learning. Game-based methods are applicable in digital platforms and traditional classroom settings alike, with digital GBL typically taking the form of immersive video games, while non-digital GBL is generally represented by tabletop games. This paper aims to provide an examination of the most significant advantages and drawbacks associated with digital and non-digital didactic games. Subsequently, an overview of the game mechanics of Blue Yeti, a didactic card game designed to familiarise university students with the direct comparison test of improper integrals, will be provided. Finally, the challenges encountered during the digitalisation process of Blue Yeti will be described, outlining the key considerations involved in transitioning a mathematical didactic game to a digital format.

Formation of students’ subject skills in mathematics in the process of digital didactic game

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

A Preliminary Study of Context Integration as A Determinant in The Effectiveness of Digital Mathematics Games

Contexts in the digital learning environment are one of the crucial components regarding students’ motivation and positive attitude development toward content. Although there is not enough guiding information in the literature about how contexts should be, previous research has shown that even digital game contexts are effective in developing students’ environmental awareness. To reveal the impact of contexts in the digital learning environment, it is necessary to consider the variables regarding the socio-economic and cultural status of the students. Therefore, it can be envisaged that the effect of digital game contexts may differ depending on students’ experiences and social environments. For this purpose, digital games were designed in two different contexts in this research. In these digital games, two opposite contexts were selected. The first context was focused on saving nature and green energy. This context includes different levels of digital games on topics such as solar energy, reforestation, and clean water sources. The second context was focused on unregulated industrial development that negatively affects nature by ignoring it. This context includes different levels of digital games such as building thermal power plants, building chemical factories, and turning forests into fields. Apart from the contexts, the other variables in both games (i.e., gameplay, artistic structure, levels of problem parameters) are the same. At each game level, students were asked to solve mathematical problems regarding ratio-proportion. In this study, the preliminary findings, which were derived from a large experimental study, were presented. The participants of this study were 15 gifted eighth-grade students from Turkey. Among the participants, eight students played the digital game regarding the context of green energy, and the remaining seven students played the digital game regarding the context of unregulated industrial development. Preliminary findings showed that students were more interested in the digital game regarding the context of unregulated industrial development as it included interesting and beneficial topics such as energy generation and economic development. The resident perception of the citizens regarding the acute need for energy generation and economic development rather than saving nature and green energy since Turkey represents a developing country may explain this finding.

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

Comparison of the experience of using digital games in mathematics education in Ukraine and Israel

Abstract The study examined the opinion of school students regarding the expediency and possibilities of using digital mathematical games in the process of teaching mathematics, and also carried out a comparative analysis of the results of the research conducted in Ukraine and Israel. The issue of the distribution of digital mathematical games in Ukraine and Israel was studied, and it was found out which digital mathematical games are the most popular in the process of teaching mathematics to students in schools in these countries. It was found that the vast majority of students from these countries played digital mathematical games. In the study of students’ interest in playing digital mathematical games, the questions were whether students played digital mathematical games, whether their mathematics teachers used digital mathematical games in mathematics lessons, whether students would like to use digital mathematical games when learning mathematics at school. Also, most students responded that their teachers used digital math games in math lessons and would like their teachers to continue using them. However, despite a relatively high percentage of students who are interested in using digital math games in math lessons, there are students who consider traditional math lessons to be more appropriate. It was established that there is a statistically significant difference between the results of a survey of schoolchildren in Ukraine and Israel regarding the expediency of using mathematical digital games in teaching mathematics: with a probability of 95% more surveyed schoolchildren in Ukraine (9.6%) are supporters of traditional teaching of mathematics (without the use of digital games), compared to 2.4% of surveyed schoolchildren in Israel. The statistical significance of the differences in the answers of students of the schools of these countries was checked using the ϕ*-Fisher criterion. As a result of the research, it was found that the interest of schoolchildren of both countries in the use of digital mathematical games in the learning process is growing. Almost half of the respondents in these countries expressed the opinion that they would be interested in learning more about digital math games and trying to play them. However, there remain a number of unresolved important issues related to the methodology of this process, including didactic ones.

Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity

The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.

Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment–game-based or digital game-based learning–that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers.

Mathematical Game Development Process From The Perspective of Gifted Students: The Concept of Relation

This qualitative case study aims to examine the Rock-Paper-Scissors game within the framework of the relation and to determine the experiences and opinions of gifted students in the game development process. The study was conducted with 45 students studying at Science-Art Center. In the study, activities related to relations and their properties were carried out by the students. Within the scope of the activities, the Rock-Paper-Scissors game was analyzed within the framework of the concept of relation and developing a game was carried out. The experiences and opinions of the participants were obtained with an opinion form. The data obtained in the research were analyzed via content analysis. As a result of the research, although gifted students thought that developing games in the process was confusing, they found the application parts of the activity fun. They preferred to carry out the activity as a group. In addition, the mathematical concepts that the students used the most while developing the rock-paper-scissors game were relation, probability, sets, cartesian product and relation properties. The results of this study show that gifted students want to participate in different game development processes in the context of mathematics because it offers them the opportunity to socialize with people similar to their own level.

Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach

This study investigates the effect of Realistic Mathematics Education (RME) on mathematical creativity among 96 seventh-grade students in North Kalimantan. Using an embedded experimental design, students were assigned to an experimental group (RME) and a control group (conventional teaching), each consisting of 32 students. The pretest and posttest showed a significant increase in mathematical creativity in both groups, with a greater increase in the RME group. Interviews indicated that RME positively impacted students' mathematical self-efficacy, proficiency in fractions, and enjoyment of learning. Students also favored teaching on the blackboard and mathematics games, which increased their interest. These findings confirm the effectiveness of RME in enhancing mathematical creativity and suggest further exploration of diverse learning media and icebreakers. This study highlights the potential of RME to foster creativity and recommends its integration into the mathematics curriculum.

The Human Brain Versus Computer: Which is Smarter?

Our thoughts, movements, memories, and decisions are all controlled by the brain, which is the hub of the human neurological system. The complexity of the human brain has increased with evolution, and many of its fascinating characteristics are still poorly understood by researchers. When it comes to mathematical computations, quantitative analysis, and game show questions, computers may be able to consistently outperform human brains, but that does not imply that computers are generally smarter. Humans are more adept at drawing conclusions about a new situation by remembering prior experiences. Qualitative analysis and emotional intelligence are skills that humans possess. The article examines a few topics pertaining to the human brain's capacity for information. The amount of information that can be stored in the brain and its capacity for retaining and reproducing text and auditory information are evaluated and estimated based on the fact that the unit of information measurement is a bit. The potentials of the computer have been examined in order to simulate the recognition of pictures that occurs in the human brain. A theory is put out that real-time modeling of these processes is challenging to implement given the capabilities of today's computers. A Comparative Study of Human and Computer Intelligence Intellect in Humans and Computers: A Comparative Analysis Human vs. Computer Intelligence: An Evaluation of Cognitive Abilities An Investigation into the Relative Intelligence of Humans and Computers Human Intelligence and Computer Intelligence: A Comparative Analysis of Human and Machine Intelligence Comparison between Humans and Computers: An Empirical Study An Examination of the Capabilities of Human and Artificial Intelligence Human and Computer Intelligence: A Comparative Study of Cognitive Functions The Great Debate: Human Intelligence vs. Artificial Intelligence

Brain asymmetry as minimization of free energy: a theoretical model.

The asymmetry between the left and right sides seems to be a general principle of organization of the nervous systems in Bilateria, providing the foundations for a plethora of leftward and rightward biases in behaviour as documented in species ranging from Caenorhabditis elegans nematodes to humans. Several theories have been put forward to account for the existence and maintenance in the evolution of the asymmetric organization of the brain at both individual and population levels. However, what is missing in theorizing about the evolution of brain asymmetry is an overarching general hypothesis that may subsume all different aspects of current models. Here, we tried to provide an overarching general framework based on the energy and free-energy minimization principle, which proved so valuable in other areas of neuroscience. We found that at the individual level the antisymmetric singlet configuration realizes the lowest energy state of the system, whereas at the group level, the spontaneous emergence of directional asymmetry arises as a consequence of the minimization of the free energy of the system, which guarantees its stability and equilibrium. We thus argue that the various phenomenological aspects of brain asymmetry that have been captured in biology-e.g. sparing of neural tissue, control of unitary motor responses and, at the population level, evolutionarily stable strategies described by mathematical games theory-may be thought of as the manifestation of a more general principle of energy minimization generating, among others, asymmetry of the brains.

Crossroads in Mathematics Games: Integrating Indigenous and Exotic Games

In numerous countries and higher education institutions, the significance of indigenous games in mathematics education is highly recognized. Nonetheless, the increasing preference for exotic games has placed indigenous mathematics teachers in a challenging position. This research aimed to examine the awareness and understanding of mathematics teachers regarding indigenous games amidst this competition. Initially, the study employed a phenomenological approach, targeting 200 teachers but randomly selecting a sample of 70 for the quantitative phase. Subsequently, the qualitative phase involved in-depth interviews and observation checklists with five teachers to explore the issue further. The collected data was systematically coded and thematically analyzed, focusing on teachers' knowledge, misconceptions, and potential solutions. The findings revealed that some teachers had greater knowledge of indigenous games than exotic ones. Conversely, other teachers believed that exotic games facilitated faster learning outcomes. This divergence created a significant dilemma in choosing indigenous games for mathematics instruction. Despite the popularity of games like draft, playing cards, snake-and-ladder, and Ludo, the teachers ultimately recognized that Indigenous games such as biloo, bilore, gollaa, and mullaa provided superior learning outcomes. Therefore, stakeholders were recommended to revamp mathematics curricula to incorporate indigenous games more effectively.

Utilizing Game Development Life Cycle Method to Develop an Educational Game for Basic Mathematics Using Unity 2D Game Engine

The rapid advancement of technology has profoundly impacted various aspects of human life, including education. While technology offers numerous advantages, such as fostering interactive and innovative learning experiences, the shift to online learning during the Covid-19 pandemic has highlighted some challenges, including a decline in students' motivation and engagement, exacerbated by distractions like video games. However, amidst these challenges, Digital Game-Based Learning (DGBL) has emerged as a promising approach to engage students and enhance learning outcomes. This research aims to develop a basic mathematical game using the Unity game engine to enrich children's learning experiences. The educational game seeks to support educators in fostering active engagement among children, specifically in fundamental mathematics. The game is developed utilizing the Game Development Life Cycle (GDLC) methodology.

Benefits of Playing at School: Filler Board Games Improve Visuospatial Memory and Mathematical Skills.

The aim of the study was to test the effectiveness of cognitive interventions based on modern board games in school settings to improve memory outcomes and math skills. A parallel, quasi-experimental study was carried out with children (n = 234) into third and fourth grades (8-10 years old). School centres were allocated into a general domain intervention (playing memory board games), a specific domain intervention (playing mathematical board games) or a control group (regular classes without playing). Teachers carried out bi-weekly sessions during the last 30 min of mathematical lessons (8 weeks, 15 sessions). Before and after intervention, we individually measured verbal and visuospatial memory outcomes (short-term memory and working memory updating) and mathematical skills (number operations, number ranking, number production and problem solving). The results showed significant transfer effects of both memory and math trainings. In third grade, we found that playing math games showed medium-large effect sizes in visuospatial short-term memory and updating memory, number operations and number ranking compared to the control group. In fourth grade, we found that playing memory games showed significant small effect sizes in problem solving compared to the control group. Playing board games could be a methodology that enhances cognitive and mathematical development in children.

Effect of Mathematical Games on Senior Secondary School Students’ Achievement in Mathematics According to Gender

Playing mathematical games helps many senior secondary school students—especially girls—acquire basic mathematical skills, but it can be difficult. Thus, this study examined how gender-related mathematical gameplay affects secondary school students' performance. The design of the study was quasi-experimental. Purposively, a sample of fifty senior secondary school students from the Federal Capital Territory (FCT) of Nigeria's Abuja Council Area was chosen. Using a coin toss, the researcher randomly allocated intact classes to the experimental and control groups. An algebraic achievement test administered before and after the treatment determined the students' achievement level. T-tests, means, and standard deviation were used to analyze the data. According to the study, among students who played mathematics games, female students had a higher mean score than male students. The findings imply that mathematical games enhance mathematics teaching and learning and should thus be encouraged and used by teachers to introduce concepts in mathematics to students at different levels, irrespective of their gender.

Scaffolding attention and perseverance skills in a diverse population of preschool children in Sweden

In two interventions, 139 and 52 preschool children, age 4–6, from low-SES communities in Sweden, used a play-&-learn game in early mathematics for 10 weeks, about 20 min at a time. 50 % of the participating children were Swedish second language speakers with low language proficiency and about 20 % had learning vulnerabilities in the form of developmental language disorders and neurocognitive diagnoses. In contrast to teachers' predictions ahead of the interventions, game log data and teacher observations regarding children's sustained attention and perseverance – core elements of ‘learning-related behaviors’ – suggest that a majority of children, including children with reported learning difficulties, did well with respect to sustained attention and perseverance. It is proposed that the interventions allowed children with learning difficulties to demonstrate – and practice – these skills to a larger degree than expected. A relative difference in outcome between the two interventions is interpreted as an effect of differences in structured guidance and scaffolding by teachers and peers. Educational relevance statementThe two intervention studies reported in the paper engaged preschool children, age 4–6, in using a play-&-learn educational game in early mathematics for 10 weeks, about 20 min at a time. The children were from environments with low SES indexes. A substantial part of the participants were Swedish second language speakers with low language proficiency and some children had different neurocognitive diagnoses. Ahead of the intervention studies teachers raised doubts regarding the intervention setup, predicting that many children would not be able to stay sufficiently focused on the learning activities. Teachers also predicted that many children would have difficulties to engage in the learning activities as long as 20 min and to hold out all through the intervention period. In contrast to the predictions the data suggests that a majority of the children – including children with learning difficulties – managed well. Specifically, most of the children who encountered substantial challenges in gameplay, again including children with learning difficulties, showed high degrees of perseverance as well as sustained attention. In practical terms the results, together with similar and related results, suggest that high-quality early math activities can have a dual benefit and promote not only growth of math skills, but also growth of central basic skills such as perseverance and sustained attention. With the pressure many preschool teachers experience regarding pedagogical requirements, it may ease their burden to know that growth of more than one important skill can be targeted by one and the same intervention.

A Digital Math Game and Multiple-Try Use with Primary Students: A Sex Analysis on Motivation and Learning.

Sex differences have been a rarely addressed aspect in digital game-based learning (DGBL). Likewise, mixed results have been presented regarding the effects according to sex and the conditions that generate these effects. The present work studied the effects of a drill-and-practice mathematical game on primary students. The study focused on an analysis by sex, measuring motivation and learning in the practice activity. Also, two instructional mechanics were considered regarding the question answering to search for possible differences: a multiple-try feedback (MTF) condition and a single-try feedback (STF) condition. A total of 81 students from four courses and two schools participated in the intervention. The study's main findings were as follows: (a) the girls outperformed the boys in terms of the students' learning gains; (b) the girls presented lower levels of competence and autonomy than the boys; (c) under MTF, the girls presented lower levels of autonomy but no differences in competence contrasted with the boys; (d) under STF, the girls presented lower levels of competence but no differences in autonomy contrasted with the boys; (e) no sex differences existed in interest, effort, and value, in general, as per the instructional condition. This study enhances the knowledge of sex differences under diverse instructional settings, in particular providing insights into the possible differences by sex when varying the number of attempts provided to students.