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Authors = Peter Vankúš ORCID = 0000-0002-0921-3235

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10 pages, 649 KiB  
Review
Influence of Game-Based Learning in Mathematics Education on Students’ Affective Domain: A Systematic Review
by Peter Vankúš
Mathematics 2021, 9(9), 986; https://doi.org/10.3390/math9090986 - 28 Apr 2021
Cited by 42 | Viewed by 33996
Abstract
In modern education nowadays, the use of game-based learning as a teaching and learning method is popular in all school subjects, including mathematics. There are numerous studies dealing with the influences of this teaching method on the students’ achievements. Modern teaching theories consider [...] Read more.
In modern education nowadays, the use of game-based learning as a teaching and learning method is popular in all school subjects, including mathematics. There are numerous studies dealing with the influences of this teaching method on the students’ achievements. Modern teaching theories consider an important effect of education on the development of students’ affective domain, connected with the subject and its teaching. In this work, the author studies journal articles that the use game-based learning in mathematics to assess its effects on the students, with the aim to analyze its impact on students’ affective domain. To achieve this, a systematic review with the use of a PRISMA statement is applied. The data sources are 57 journal articles from the area of interest listed in the Web of Sciences and Scopus. The results indicate that 54% of the articles consider the affective domain in the measurement of the effects of game-based learning in mathematics education. These articles report mostly (84%) the positive influences of game-based learning on students’ motivation, engagement, attitudes, enjoyment, state of flow, etc. The rest of the articles show mixed results, with the authors’ conclusions possibly affected by flaws in the research instruments, selection of study groups, and game design, therefore, stressing the importance of these elements in future research on this topic. Full article
(This article belongs to the Special Issue Active Methodologies for the Promotion of Mathematical Learning)
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