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Education Sciences
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Engaging Children in Math: Game-Based and Playful Approaches to Learning
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Engaging Children in Math: Game-Based and Playful Approaches to Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2025) | Viewed by 9259

Special Issue Editors

Dr. Ljerka Jukić Matić

E-Mail Website
Guest Editor
School of Applied Mathematics and Informatics, University of Osijek, 31000 Osijek, Croatia
Interests: game-based learning in mathematics; game-based pedagogy; utilization of resources for teaching and learning mathematics
Dr. Sonia Abrantes Garcêz Palha

E-Mail Website
Guest Editor
Center for Applied Research on Education, Amsterdam University of Applied Sciences, 1091 GM Amsterdam, The Netherlands
Interests: learning secondary mathematics; the utilization of (new) technologies and digital games in mathematics; game-based pedagogy

Special Issue Information

Dear Colleagues,

This Special Issue will explore how games and playful activities can enrich mathematics education for students across all grade levels. Although games have long been recognized as valuable tools for learning in early childhood and are often integrated into the curricula for younger students, there is an increasing recognition of their potential value in middle school, high school, and even tertiary education. Games and playful activities provide engaging and effective approaches for teaching mathematical concepts across all educational stages, fostering sustained interest and engagement in mathematics.

Despite this potential, research on the role of games in mathematics education remains in its early stages, although recent digital advancements and new game formats have spurred increased interest. Digital technologies, including video games, role-playing games, live-action role plays (LARPs), next-generation board games, and escape rooms, provide a wide range of tools to engage students in mathematical thinking across diverse age groups and educational settings. These game-based approaches have shown promise in motivating learners, enhancing comprehension, and increasing engagement through interactive and immersive experiences.

This Special Issue aims to advance the discussion on playful and game-based learning and their theoretical foundations in mathematics education, to highlight emerging themes in the field and to showcase recent findings from international studies. We welcome papers examining topics such as the following:

  • Theoretical perspectives on the role of games and play in cognitive and emotional engagement in mathematics across various educational stages;
  • Insights into how different game formats (digital games, role-playing games, board games, and others) impact mathematical understanding and skill development from primary through secondary and tertiary education;
  • Empirical studies detailing the design, implementation, and outcomes of game-based approaches in diverse educational settings and across different grade levels;
  • Case studies and practical examples of effective game-based interventions, particularly those addressing common challenges in mathematics learning, such as anxiety, low engagement, or motivation, across all ages;
  • Discussions on curriculum integration and the potential for games to support differentiated and inclusive learning in mathematics, adaptable to varying levels of mathematical competence and understanding.

Dr. Ljerka Jukić Matić
Dr. Sonia Abrantes Garcêz Palha
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mathematics
  • engagement
  • playful activities
  • game-based learning
  • game-based pedagogy
  • gamification
  • designing games

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

22 pages, 2511 KB  
Article
A Socio-Constructivist Conceptual and Design Framework for Educational Escape Room Games
by Amanda Glavaš
Educ. Sci. 2026, 16(3), 375; https://doi.org/10.3390/educsci16030375 - 1 Mar 2026
Viewed by 458
Abstract
Game-based learning approaches, particularly escape room games (ERGs), have gained increasing attention in mathematics and STEM education due to their theoretical potential to foster engagement, interest, positive attitudes, communication, teamwork, and problem-solving skills. This paper presents a theoretical and design-based conceptual analysis of [...] Read more.
Game-based learning approaches, particularly escape room games (ERGs), have gained increasing attention in mathematics and STEM education due to their theoretical potential to foster engagement, interest, positive attitudes, communication, teamwork, and problem-solving skills. This paper presents a theoretical and design-based conceptual analysis of educational ERGs (EERGs) within mathematics education, where issues of interest, engagement, negative attitudes and limited real-world relevance remain persistent challenges. This paper aims to develop a socio-constructivist conceptual and design framework for EERGs by synthesizing relevant educational theory, research literature and professional game design practice. Based on literature and design-informed analysis, the paper proposes a classification of puzzle types and structural configurations, analyzing the epistemic mechanisms through which these elements are theoretically expected to foster student competencies and dispositions such as positive attitudes towards learning, collaboration, communication, problem-solving and engagement. The paper also presents an author-developed game prototype as an illustrative design heuristic derived from the conceptual framework and professional practice. Finally, the paper discusses theoretical advantages and limitations considering methodological, organizational, technical and pedagogical aspects. The contribution of this study comes from an interdisciplinary understanding of EERGs, and a conceptual and design framework intended to inform future design-based and empirical research on EERGs. Full article
(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)
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19 pages, 4790 KB  
Article
Enhancing First-Year Mathematics Achievement Through a Complex Gamified Learning System
by Anna Muzsnay, Sára Szörényi, Anna K. Stirling, Csaba Szabó and Janka Szeibert
Educ. Sci. 2026, 16(1), 159; https://doi.org/10.3390/educsci16010159 - 20 Jan 2026
Viewed by 463
Abstract
The transition from high school to university-level mathematics is often accompanied by significant challenges. During the COVID-19 pandemic, these difficulties were further exacerbated by the abrupt shift to online learning. In response, educators increasingly turned to gamification—“a process of enhancing a service with [...] Read more.
The transition from high school to university-level mathematics is often accompanied by significant challenges. During the COVID-19 pandemic, these difficulties were further exacerbated by the abrupt shift to online learning. In response, educators increasingly turned to gamification—“a process of enhancing a service with affordances for gameful experiences in order to support users’ overall value creation”—as a strategy to address the limitations of remote instruction. In this study, we designed a gamified environment for a first-year Number Theory course. The system was constructed using targeted game elements such as leaderboards, optional challenge exams, and recognition for elegant solutions. These features were then integrated into a comprehensive point-based assessment system, which accounted for weekly quizzes and active participation. Following a quasi-experimental design, this study compared two groups of pre-service mathematics teachers: the class of 2017 (N = 62), which received traditional in-person instruction (control group), and the class of 2020 (N = 61), which participated in an online, gamified version of the course (experimental group). Both groups were taught by the same lecturer, using identical content, concepts, and similar tasks throughout the course. Academic performance was measured using midterm exam results. While no significant difference emerged on the first midterm in week 6 (their average percentages were 50% and 51%), the experimental group significantly outperformed the control group on the second midterm at the end of the term (their average percentages were 65% and 49%). These results suggest that a thoughtfully designed, gamified approach can enhance learning outcomes in an online mathematics course. Full article
(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)
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17 pages, 2256 KB  
Article
Game Design as a Pedagogical Tool: Evaluating CriaMat in Mathematics Education
by Carla Duarte, Sónia Pais and Andreia Hall
Educ. Sci. 2026, 16(1), 71; https://doi.org/10.3390/educsci16010071 - 5 Jan 2026
Viewed by 433
Abstract
This study explores the potential of educational game design as a pedagogical strategy for teaching Mathematics in lower secondary education, addressing persistent challenges related to students’ motivation and engagement with the subject. The research focuses on the creation and implementation of a game, [...] Read more.
This study explores the potential of educational game design as a pedagogical strategy for teaching Mathematics in lower secondary education, addressing persistent challenges related to students’ motivation and engagement with the subject. The research focuses on the creation and implementation of a game, CriaMat, an ideation tool developed to support students in designing their own mathematical games. A qualitative approach was adopted, structured as a case study conducted in four classes and involving a total of 50 students. Data collection followed a mixed-methods strategy, combining participant observation, document analysis, and questionnaire-based inquiry, each applied during different phases of the intervention. The results indicate a positive reception of the approach, particularly in terms of student engagement, collaboration, and perceived learning. Analysis of the games produced demonstrates students’ ability to create functional games that integrate the knowledge and skills developed throughout the process. The findings also suggest that learning to design games was perceived as a valuable strategy for engaging with and consolidating mathematical content, while simultaneously providing a privileged context for developing essential competencies—such as critical thinking, creativity, and problem-solving—aligned with the national competency framework for compulsory education. The study does not aim to measure learning gains, but rather to explore students’ perceptions and experiences of learning mathematics through the process of game creation. Full article
(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)
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18 pages, 515 KB  
Article
A Conceptual Model for Designing Anxiety-Reducing Digital Games in Mathematics Education
by Ljerka Jukić Matić, Sonia Palha and Jenni Huhtasalo
Educ. Sci. 2026, 16(1), 34; https://doi.org/10.3390/educsci16010034 - 27 Dec 2025
Viewed by 819
Abstract
This paper presents a conceptual model for creating digital educational games that aim to reduce mathematics anxiety (MA) and promote positive emotional engagement in mathematics education. No empirical data were collected or analyzed; the proposed model is based on a synthesis of theory [...] Read more.
This paper presents a conceptual model for creating digital educational games that aim to reduce mathematics anxiety (MA) and promote positive emotional engagement in mathematics education. No empirical data were collected or analyzed; the proposed model is based on a synthesis of theory and empirical findings from prior studies. Drawing on Control-Value Theory and recent meta-analyses and systematic reviews, the model identifies key psychological mechanisms underlying MA and proposes game features that address both cognitive and emotional domains. Adaptive difficulty and feedback, safe error handling, narrative, collaborative play, emotional regulation tools, mastery-oriented low-stakes practice, and non-competitive progress tracking are all discussed in terms of their theoretical foundation and empirical support. The paper explains how these features can improve learners’ perceived control and value, reducing anxiety while increasing motivation, self-efficacy, and engagement. The proposed model combines game design principles with evidence-based intervention strategies to provide guidance for the future development and evaluation of anxiety-reducing digital math games. This framework is intended to help researchers and practitioners create digital games that effectively support students with high math anxiety and improve mathematics education outcomes. Full article
(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)
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32 pages, 3104 KB  
Article
Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals
by Szilvia Szilágyi, Enikő Palencsár, Attila Körei and Zsuzsanna Török
Educ. Sci. 2025, 15(2), 132; https://doi.org/10.3390/educsci15020132 - 23 Jan 2025
Cited by 6 | Viewed by 6079
Abstract
Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. [...] Read more.
Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. Generation Z students are true digital natives, members of a hyper-cognitive generation with a learning profile different from any previous generation. In this paper, an original non-digital card game, Blue Yeti, is presented that supports determining the convergence property of improper integrals using the comparison theorems and the Cauchy–Maclaurin test, providing a motivational and effective way of acquiring knowledge for Gen Z students. This paper provides a comprehensive overview of the development process, rules, and gameplay mechanics of Blue Yeti, which was created as a key component of a multifunctional didactic framework. In addition, it presents findings from a two-year research study conducted among first-year bachelor’s students in computer science on the benefits of playing Blue Yeti. Quantitative studies were carried out with 63 first-year IT students using a quasi-experimental research design to measure the effectiveness of the game. A pre- and post-test design was used with the experimental group of 31 participants to evaluate the short-term effects of card game-based learning. A t-test for paired samples was used for hypothesis testing. To assess the medium-term impact, the results from the related midterm exam problems were statistically analysed, comparing the outcomes of the experimental group with those of the control group using the Mann–Whitney U-test. The results indicated that the experimental group outperformed the control group, achieving a mean score of 3.03 out of 6 on the designated midterm exam problems, compared to the control group’s mean score of 1.78. Additionally, student attitudes towards the game were measured using a mixed-method approach, which provided not only quantitative data but also qualitative information on student attitudes towards Blue Yeti, complementing the statistics on learning outcomes. The results of the study clearly support the effectiveness of the card game. Full article
(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)
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