The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

Abstract

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

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.…”

“…Subsequently, there were eight publications in 2020 (Baek and and Touati, 2020 ; Barros et al, 2020 ; Deng et al, 2020 ; Jiménez et al, 2020 ; Moon and Ke, 2020 ; Scalise et al, 2020 ; Vanbecelaere et al, 2020 ; Juric et al, 2021 ). Furthermore, there were eight articles (Alkhede and Holmqvist, 2021 ; Ilhan, 2021 ; Juric et al, 2021 ; Kärki et al, 2021 ; Liu et al, 2021 ; López et al, 2021 ; Malliakas et al, 2021 ; Zabala-Vargas et al, 2021 ) published in 2021. In 2022, there was only one article published (Thai et al, 2022 ).…”

“…There were three sorts of research method used: qualitative, quantitative, and mixed. As shown in Figure 4 , there were 20 quantitative studies where 72% specifically used a quantitative approach (Kiili et al, 2018 ; Al Khateeb, 2019 ; Delport, 2019 ; Hulse et al, 2019 ; Suryani et al, 2019 ; Tazouti et al, 2019 ; Ting et al, 2019 ; 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 ).…”

“…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).…”

Effectiveness of using digital and non-digital games in primary mathematics teaching: A meta-analysis study

“…2017;Usta vd. ,2018;Ünveren Bilgiç, 2021;Yağmur, 2020;Yavuzkan, 2019;Yıldız Durak ve Karaoğlan Yılmaz, 2019) özelde de ilkokul matematik öğretiminde (Akkaya, 2018;Akman ve Çakır, 2020;Alper, 2017;Altunay, 2004;Aslan Akıcı ve Atıcı, 2015;Ateş ve Bozkurt, 2021;Baş ve Ulum, 2019;Beyhan ve Tural, 2007;Biriktir, 2008;Boz, 2018;Celik, 2020;Çalışkan, 2019;Çalışkan ve Mandacı Şahin, 2019;Çiftçi, 2005;Çil ve Sefer, 2021;Çilingir Altıner, 2018;Demir, 2016;Dinçer, 2008;Doğan ve Sönmez, 2019;Dönmez, 2017;Dönmez vd., 2021;Ergül, 2021;Gökbulut ve Yücel Yumuşak, 2014;Hava, 2012;Hoşgör, 2010;İlhan, 2021;İncekara ve Taşdemir, 2019;İşmarcı ve Yeşilyurt, 2021;Kara, 2021;Sayan, 2015;Sönmez, 2018;Topçu vd., 2014;Yiğit, 2007;Zaif Kılıç, 2010) oyun kullanımı üzerine yapılan araştırmalarda artış görülmüştür. Araştırmalarda çoğunlukla üzerinde durulan konulardan biri matematik öğretiminde oyun kullanımının etkililiği olmuştur.…”