Trends of Game-Based Learning in Mathematics Education: A Systematic Review

Abstract

Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the research was carried out in accordance with a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. Furthermore, it was seen that secondary school students were mostly preferred as participants, that the most used type of game was digital computer games, that the games were mostly associated with the “numbers and operations” learning area, and that the research studies mainly achieved positive results for the use of games in mathematics education.

Game-Based Learning experiences in primary mathematics education

“…Manzano-León et al ( 2021) in their systematic review in three multidisciplinary databases, on quantitative experimental studies that explore the impact of educational gamification on student motivation and academic performance in the last 5 years (40 studies), most of them report gamification as a valid learning strategy and the results support the conclusion that educational games have a potential impact on the academic performance, commitment, and motivation of students. Erşen and Ergül (2022) analyzed 80 research studies conducted between 2017 and 2021 on games and mathematical teaching using qualitative methods. As a result, studies aimed at determining effect gained importance, and in the methodological context, quantitative .…”

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

“…Similarly to Ersen and Ergül's [62] examination of trends in game-based mathematical learning, the mathematical content areas addressed in the papers were categorized broadly according to the National Council of Teachers of Mathematics (NCTM) standards [63] with five content areas: number and operations, algebra, geometry, measurement, data analysis, and probability.…”