Motivational Elements in Computer Games for Learning Mathematics

Abstract

One of the main drawbacks of delivering new teaching lessons in e-learning systems is the lack of motivation for using those systems. This paper analyses which elements of computer games for learning mathematics have a beneficial effect on intrinsic motivation and give students continuous feedback in order to improve the learning process. While the control group has access to the basic version of the educational computer game, the experimental group uses the version enriched with additional motivational elements which include enhanced graphics for indulging in the game, messages of support while playing the game, and the possibility to compare results with fellow peers in terms of trophies and medals won.

Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review

“…Six United States articles (Hulse et al, 2019 ; Ke, 2019 ; Moon and Ke, 2020 ; Ramani et al, 2020 ; Scalise et al, 2020 ; Thai et al, 2022 ), two articles from Spain (Jiménez et al, 2020 ; Zabala-Vargas et al, 2021 ), two articles from Greece (Altanis et al, 2018 ; Malliakas et al, 2021 ), two articles from South Africa (Delport, 2019 ; van Putten et al, 2020 ), and two articles from Taiwan (Yeh et al, 2019 ; Liu et al, 2021 ) were included. There was one article each from Australia (Vanbecelaere et al, 2020 ), China (Deng et al, 2020 ), Croatia (Juric et al, 2021 ), Finland (Kärki et al, 2021 ), Germany (Kiili et al, 2018 ), Hong Kong (Ting et al, 2019 ), Indonesia (Suryani et al, 2019 ), Ireland (Rocha and Dondio, 2021 ), Jordan (Al Khateeb, 2019 ; Baek and and Touati, 2020 ), Morocco (Tazouti et al, 2019 ), Portugal (Barros et al, 2020 ), Sweden (Alkhede and Holmqvist, 2021 ), and Turkey (Ilhan, 2021 ). Figure 2 shows the list of selected articles based on country.…”

“…Web of Science (WOS) https://www.webofscience.com/wos/ woscc/basic-search TS = (("game" OR "game-based") AND ("mathematics" OR "math") AND ("affective * " OR "domain * " OR "influence * ")) Ting Baek and and Touati, 2020;Barros et al, 2020;Jiménez et al, 2020;Ramani et al, 2020;Scalise et al, 2020;Vanbecelaere et al, 2020;Ilhan, 2021;Juric et al, 2021;Kärki et al, 2021;Liu et al, 2021;Malliakas et al, 2021;Zabala-Vargas et al, 2021;Thai et al, 2022). Six studies (21%) employed a mixed methods approach (Altanis et al, 2018;Ke, 2019;Yeh et al, 2019;Moon and Ke, 2020;Juric et al, 2021;Rocha and Dondio, 2021). Only two studies (7%) used a qualitative approach (Deng et al, 2020;Alkhede and Holmqvist, 2021).…”

“…2019; Yeh et al, 2019;Baek and and Touati, 2020;Barros et al, 2020;Deng et al, 2020;Marín-Díaz et al, 2020;Moon and Ke, 2020;Ramani et al, 2020;Vanbecelaere et al, 2020;Juric et al, 2021;Kärki et al, 2021;Rocha and Dondio, 2021;Zabala-Vargas et al, 2021;Thai et al, 2022). Only five studies (18%) employed nondigital games (Suryani et al, 2019;Scalise et al, 2020;Alkhede and Holmqvist, 2021;Juric et al, 2021;Malliakas et al, 2021). Figure 7 shows the number of articles by type of game used.…”

IdeAM Running Quiz: A Digital Learning Game to Enhance Additive Manufacturing Opportunities Discovery

“…Then, depending on how users are reluctant to video games, learning can be affected [12]. Also, it can be assumed that engagement and efficiency in learning through digital learning games depend on the game design [22]. However, according to Egenfeldt-Nielsen et al learning outcome from the educational use of digital learning games are positive and promising.…”

“…Concerning the design of those games, according to Juric et al [22], there are four mandatory features to implement when designing a game:…”