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      Influence of Game-Based Learning in Mathematics Education on Students’ Affective Domain: A Systematic Review

      Mathematics
      MDPI AG

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          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 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.

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          The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration.

          Systematic reviews and meta-analyses are essential to summarize evidence relating to efficacy and safety of health care interventions accurately and reliably. The clarity and transparency of these reports, however, is not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (QUality Of Reporting Of Meta-analysis) Statement--a reporting guideline published in 1999--there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realizing these issues, an international group that included experienced authors and methodologists developed PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA Statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this Explanation and Elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA Statement, this document, and the associated Web site (http://www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
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            Games, Motivation, and Learning: A Research and Practice Model

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              COMPUTER GAMING AND INTERACTIVE SIMULATIONS FOR LEARNING: A META-ANALYSIS

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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                Mathematics
                Mathematics
                MDPI AG
                2227-7390
                May 2021
                April 28 2021
                : 9
                : 9
                : 986
                Article
                10.3390/math9090986
                7a0f2650-63f6-4c01-b30a-9046467530a5
                © 2021

                https://creativecommons.org/licenses/by/4.0/

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