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(Digital) Game-Based Learning in Mathematics

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EFFECTIVE TEACHING AND LEARNING OF MATHEMATICS. . . 1

(Digital) Game-Based Learning

in Mathematics

Ljerka Jukić Matić∗ and Mirela Jukić Bokun

School of Applied Mathematics and Informatics, Josip Juraj Strossmayer University of Osijek,
Osijek, Croatia

Abstract. Mathematics is often viewed as an abstract body of

knowledge that is disconnected from the real world, unlike other STEM
disciplines. Thus, students may experience a sense of disconnection
from the mathematical topics. Additionally, traditional teaching meth-
ods are criticized for their inability to engage students and for denying
them the autonomy to construct their own comprehension. Due to its
interactive nature, Game-Based Learning (GBL), particularly Digital
Game-Based Learning (DGBL), appears to be a promising approach
to learning and teaching of mathematics. Digital games have unique
characteristics (such as fantasy, rules/goals, sensory stimuli, challenge,
mystery, and control) that can increase learning motivation and result
in attitude and behavior change. In contemporary education, DGBL
is an effective medium for students to learn mathematical concepts
and practice mathematical skills. However, implementing DGBL in
teaching presents a considerable challenge for teachers. In this teaching
approach, teachers are designers, facilitators, or guides. Therefore,
they must be assisted in acquiring the knowledge and skills necessary
to assume these roles.

Keywords: DGBL, digital games, mathematics teachers, GAMMA

project

1. Introduction

Despite the importance of mathematics, the majority of elementary and secondary

students view it negatively and perceive it as a frustrating and difficult subject that
causes learning fatigue, pressure, and anxiety (e.g., Deng et al., 2020; Sun et al.,
2021). Furthermore, mathematics is the school subject with the highest rate of
student failure (e.g., Hung et al., 2014). Digital game-based learning (DGBL)
is a promising method for overcoming students’ frustration and anxiety, boosting
∗
Corresponding author.
2 Ljerka Jukić Matić and Mirela Jukić Bokun

motivation to learn mathematics, and advancing mathematical knowledge. DGBL

incorporates educational goals and educational content into games, fostering a fun
and engaging learning environment that encourages students to learn and advance
their knowledge and skills (Prensky, 2001; Hussein et al., 2022). Digital games
allow players to learn by doing and help them develop transferable knowledge and
skills for the real world (An & Bonk, 2009; Hwa, 2018). In this paper, we provide
an overview of the current state of DGBL in mathematics and describe the outcomes
of the Erasmus+ project GAMMA (GAMe-based learning in mathematics).

2. Game-Based Learning

Each year, teachers encounter new ideas, methods or teaching strategies as if they
were the answer to every issue in mathematics education. However, a single so-
lution will not completely improve teaching and learning. The use of game-based
learning (GBL) in the classroom is one of these innovative methods or approaches.
GBL is a method of learning that employs the concept of games to achieve spe-
cific knowledge, skills, or attitudes. It is frequently defined as encompassing
all aspects of using games to teach and learn. Therefore, people often confuse
GBL with gamification, a term that describes the application of game design ele-
ments in non-gaming contexts. GBL engages and supports students in productive
struggle by utilizing a problem-based learning approach, learning through failure,
insightful feedback on learning, and the experience of progressive growth (Schrier,
2018). All these aspects can be linked to effective mathematics teaching practices
(NCTM, 2014). Digital games, playable on a variety of electronic devices such
as smartphones, may hold greater relevance for 21st-century students compared to
traditional board games. GBL becomes digital game-based learning (DGBL) when
digital games are used (Prensky, 2001; Deterding et al., 2011). DGBL integrates
digital educational games and self-directed learning into teaching, enabling learners
to participate in immersive learning experiences while acquiring knowledge and
skills.
Several terms have been used interchangeably in the context of DGBL: serious
games, educational games, and digital educational games. These three concepts
have commonalities but also distinctions. Serious games are interactive games that
allow players to carry out activities that enable them to practice skills and achieve
aspects beyond simply enjoying a leisure activity (Pan et al., 2021). They use the
same medium as video games intended for recreational play. The content of serious
games includes personnel training, policy discussion, military training, education,
health, medical treatment, and so on. Educational games are those specifically
created for educational purposes (e.g., Ahmad et al., 2015). They can be both
physical and digital games (Vos et al., 2011). Digital educational games (some-
times referred to as educational video games) are educational games in digital form
(Hussein et al., 2022). Digital educational games require information technology
equipment and various digital platforms to support game development. Such games
must also include educational features that enhance students’ comprehension of the
subject matter. In this paper, we will use the term digital educational games (or
digital games).
(Digital) Game-Based Learning in Mathematics 3

3. Effectiveness of DGBL in Mathematics Classroom

Digital games have been developed and implemented primarily as supplementary

educational tools. Nonetheless, the current state of technology enables the use
of games as a main instructional tool. Some games, for example, can adjust to
students’ varying abilities and provide teachers with progress reports to assess stu-
dents’ understanding of the subject matter and provide feedback on any areas where
they require additional assistance (Callaghan et al., 2018). DGBL is also linked
to critical thinking, creativity, problem-solving, agency, collaboration, communi-
cation, and digital literacy, which are all important 21st-century skills (Gee, 2005;
Williams-Pierce, 2019). Most math educators agree that, when compared to other
subjects, mathematics necessitates a unique set of skills for teaching and learning.
Thus, games designed and used for math education can be distinct from those for
other subjects (Pan et al. 2022). This calls into question the efficacy of DGBL in
mathematics education.
Pan et al. (2022) conducted a systematic review to determine how and what
kinds of digital games are used in mathematics education. The review included 43
studies, 40 of which used experimental design, while two used non-experimental
designs (qualitative inquiry and design-based research). Review detected that stud-
ies taking place in the regular school classes seemed relatively more effective than
those performed in after-school programs as 3 out of 31 and 1 out of 7 respectively
reported negative findings. The majority of studies reviewed found that educational
standards, such as state curricula, state assessment standards, and national council
standards, were aligned with the learning content in math games. Game play was
most effective for improving students’ learning behaviors, followed by working
memory, then knowledge and skill acquisition. Furthermore, the review discovered
that digital math games are frequently created and used as supplements in tradi-
tional classrooms; seldom games have been used to develop new knowledge. The
majority of the games were drill-and-practice exercises. To respond to questions in
games, players were expected to use prior knowledge and apply it, reinforcing their
knowledge application or engaging in drill-and-practice through gameplay. The
most popular game mechanics was time-limited in-game competition with either
computers or other players, especially when the learning objective was to improve
students’ computational fluency. The most popular games for this type of achieve-
ment were action, puzzle, and strategy games. Role-playing games, adventure
games, simulation games, and construction games were frequently used to engage
students when the learning objective was to achieve higher-order cognitive learning
outcomes. These games frequently supported the experiential learning approach in
game design.
Hussein et al. (2022) conducted a more rigorous systematic literature review,
analyzing only studies with quasi-experimental and randomized control trial de-
signs. Participants in the majority of studies were elementary school students.
The findings revealed that GBL was used to teach a variety of mathematics-related
topics, with an emphasis on arithmetic operations. Review also revealed that 22
of 27 studies in the category of knowledge acquisition yielded positive results,
while other studies yielded mixed findings. Seven of the nine studies found that
perceptual and cognitive abilities improved, one study reported neutral outcomes
and one study reported negative outcomes. Six of the seven studies on affective,
4 Ljerka Jukić Matić and Mirela Jukić Bokun

motivational, and behavioral change were successful, while one study reported
neutral outcomes. Considering all of the findings, one can conclude that DGBL
has a promising future in mathematics education, particularly at the elementary
level and for knowledge acquisition.
Drill-and-practice games were utilized in the majority of DGBL studies on
mathematics education, according to these two most recent reviews and one earlier
by Byun and Joung (2018). Moreover, those reviews show there are few on DGBL
with high school mathematics compared to middle or primary education. On one
hand, it is possible high school mathematics is more difficult to implement in digital
educational games. Simpler mathematical concepts and procedures from primary
and middle school can be easily transformed into drill and practice games. Kafai &
Burke (2015) refer to this issue as a deeper philosophical matter hidden within the
premise of the educational games: the need to “sweeten” the learning of difficult
or boring ideas through games. On the other hand, such studies may be lacking
due to challenges mathematics teachers encounter in implementing DGBL.

4. Pedagogical Issues Regarding DGBL

Mathematics teachers’ beliefs influence their classroom practices as well as their

perceptions of teaching, learning, and assessment (e.g., Barkatsas & Malone, 2005;
Liljedahl, 2008). What makes a school a DGBL environment is closely related
to how teachers think about games. This encompasses their perspectives on the
effectiveness of games, their limitations, and the appropriate and inappropriate use
of games (Beavis et al., 2014). The manner in which teachers use games has a
direct impact on the success or failure of DGBL initiatives (Mehrotra et al., 2012).
Huizenga et al. (2017) discovered that teachers’ intention to teach with digital
games is positively related to the perceived usefulness of digital games, such as
helping students develop mathematical skills (Yeo et al., 2022).
New technological advancements have sparked the development of educa-
tional games designed to enhance learning and integrate with teachers’ practices
and curricula (Callaghan et al., 2018). Thus, teachers now face new difficulties
in integrating these tools into their curricula for the benefit of their students. This
explains the gap between teachers’ desire and practice of using games for teaching
and learning (Shah & Foster, 2015). Related research has found that teachers,
even if they find digital games fun or potentially useful for learning, either avoid
using them as a teaching tool or use rather simple forms of games in their classes,
such as drill-and-practice or trivia games (Jesmin & Lay, 2020; Takeuchi & Vaala,
2014). Teachers express frustration at finding appropriate games that align with
their curriculum and incorporating games into their lessons (Takeuchi & Vaala,
2014). They also link a lack of funding to the inability to purchase high-quality
educational games and insufficient technical equipment in schools, which affects
the ability to implement DGBL (Baek, 2008; Kaimara et al., 2021; Li, 2017). In
terms of support, teachers state that the lack of an educational policy, as well as
a lack of professional development opportunities, impedes the adoption of digital
games and DGBL in the classroom (Kaimara et al., 2021).
(Digital) Game-Based Learning in Mathematics 5

Teacher DGBL competencies and game-based pedagogy research are still

ongoing, and little is known about how to best support teachers in integrating ed-
ucational games into classroom instruction (Callaghan et al., 2018; Takeuchi &
Vaala, 2014). Nousiainen et al. (2018) identified four key DGBL competencies
for teachers: collaborative (teachers’ ability and willingness to share and com-
municate content, ideas, and practices), technological (overcoming technological
barriers and analyzing technological tools), pedagogical (curriculum-based plan-
ning, in-game tutoring, and assessment), and creative (ability to take a playful
stance, explore, and improvise). Kangas et al. (2017) defined game-based peda-
gogy as activities such as planning, orientation, playing, and elaboration. The final
step, elaboration, is critical for learning because it allows instructors and students
to discuss the game, clarify points, and reflect on what they have learned (Bado,
2022).

5. Educational Effectiveness of Digital Games

Digital games as a whole can be difficult to study because there are numerous game
types with radically different core mechanics, making it difficult to consider digital
educational games as a unified instructional approach. Recently, researchers have
made greater efforts to create educational games with the content and outcomes
desired by teachers (Callaghan et al., 2018). Such games are not commercially
available for a broad audience, unlike commercial games labeled as educational.
However, there is no verification that commercial games enhance learning. A recent
study examined commercial apps labeled as educational games for mathematics
and digital worksheets with immediate feedback and interactive elements for the
same mathematical content (Gresalfi et al., 2018). The researchers found that
the game-like apps supported similar transfers of knowledge as the worksheet-like
apps. However, students found that games were more enjoyable and engaging than
the worksheets.
When evaluating the educational impact of digital games, it’s crucial to focus
on the quality and nature of the learning experiences they facilitate, rather than just
their built-in features (Pan & Ke, 2023). DGBL enhanced with specific learning
supports offers a strategic approach to augmenting educational outcomes, indicat-
ing a shift towards a more tailored and effective use of educational technologies.
Incorporating learning supports within DGBL has been demonstrated to deepen
learners’ engagement and understanding significantly:
1. Knowledge transformation: Students are able to convert tacit, implicit know-
ledge into explicit knowledge that they can consciously access and communicate
(ter Vrugte & de Jong, 2017).
2. Learning Transferability: These supports help learners apply the skills and in-
sights gained from gameplay in external assessment contexts, thereby validating
the practical utility of game-based learning (Bainbridge et al., 2022).
3. Cognitive Processing: There is a shift from intuitive to generative processing,
enabling students to create new knowledge and solutions independently (O’Neil
et al., 2014).
6 Ljerka Jukić Matić and Mirela Jukić Bokun

4. Problem Solving: Learners learn to externalize problem representations, which

can improve their ability to solve complex problems by making the problem-
solving process more visible and explicit (Lee & Ke, 2019).
However, the integration of learning supports within games is not without chal-
lenges. These enhancements can sometimes disrupt the flow of the game, which
might affect the engagement and immersive experience that are critical to the effec-
tiveness of game-based learning (Pan & Ke, 2023). This complexity underscores
the need for careful design and implementation of learning supports to balance edu-
cational goals with engaging gameplay. Thus, the pursuit of enhancing DGBL with
additional features is a nuanced endeavor that requires thoughtful consideration
of both educational and game design principles. While research has affirmed the
educational potential of digital games, it has not yet established a comprehensive
set of core design principles for creating effective educational games (Clark et al.,
2015; Gresalfi et al., 2018). Developing such principles would not only guide
future game designers but also enable researchers and educators to evaluate and
compare the effectiveness of various games in fostering specific learning outcomes
(Gresalfi et al., 2018; Larkin, 2015).

5.1. Examples of Digital Math Games

Table 1. Digital math games.

Name Level Topic Link

DragonBox
(Algebra 12+) and For ages
its newer version: https://dragonbox.com/products/
9 and Algebra algebra-12
Kahoot! Algebra 2 older
by DragonBox
DragonBox
(Elements) and its For ages
newer version Geometric https://dragonbox.com/products/
9 and shapes
Kahoot! Geometry older elements
by DragonBox
For ages Multiplication
Faktr – all access 12 and and division https://www.taptap.io/app/60591
older (factors)

Jabara Secondary Algebraic https://www.mangahigh.com/en/games/

school simplification jabara

Ratio rumble Middle Ratios https://mathsnacks.com/ratio-rumble.

school html

Wrecks Factor Secondary Factorizing https://www.mangahigh.com/en/games/

school quadratics wrecksfactor
Function
High limits,
Variant: Limits school asymptote, https://triseum.com/variant-limits/
continuity

Some of the digital math game platforms are Math Snacks (https://
mathsnacks.com/), Math Playground (https://www.mathplayground.com/),
(Digital) Game-Based Learning in Mathematics 7

Legends of Learning (https://www.legendsoflearning.com/). These plat-

forms offer games that cater to the mathematical content of elementary school,
providing opportunities for learning and practice. In the table above (Table 1), we
list some of digital games. List of platforms and mathematical games can be seen
at http://www.project-gamma.eu/.

6. GAMMA – GAMe-based learning in MAthematics

From the literature review, the following issues emerged: a) there are not many
digital games for high school mathematics; b) existing games focus mostly on
drill-and-practice; c) the teachers do not have clear guidance or knowledge on
how to implement digital games into mathematics lessons. The mentioned issues
encouraged us to start a project called GAMMA – GAMe-based learning in MAth-
ematics. Within the project, we created a handbook for teachers on DGBL, focused
authoring systems (FAS) for game development, digital games for learning high
school mathematics and teaching scenarios which support the implementation of
digital games created.

6.1. Handbook for Teachers and Teaching Scenarios

The handbook describes the instructional design of the DGBL lesson, which should
serve as a guide for the DGBL process in the classroom: what teachers must
pay attention to when implementing games (resources, infrastructure, time), what
strategies can be employed before, during and after gaming, and examples how the
lesson should look like. One of the important advices for teachers is that teachers
must play the game themselves before giving it to students to be able to connect the
game mechanics with the mathematical content and to understand how the game
dynamics and aesthetics affect the creation of mathematical knowledge. The hand-
book describes the current trends in DGBL in mathematics and its benefits, along
with some concrete examples of empirical studies. It also includes an overview of
available commercial math games for high-school mathematics on various game
platforms, as well as an evaluation of some of these games based on a number of
criteria. For the evaluation of games from the point of view of learning and know-
ledge acquisition, the factors identified and classified by Giani & Wangenheim
(2016) are used: learning, social interaction, challenge, competence, immersion,
fun, relevance, clarity of purpose, usability, motivation, satisfaction, feedback and
curiosity. Also described are the fundamentals for educational game design, which
can assist teachers in designing their own games. The teaching scenarios are created
as the blueprint for DGBL lessons using GAMMA games as part of this project.
In the scenarios, we highlighted crucial moments that the teacher must accomplish
during the lesson. We did not create a lesson plan because we wanted to give
teachers the freedom to design the entire lesson and come up with activities beyond
those listed in the teaching scenario. Furthermore, teachers, who were project
participants, have differing views on how structured teaching scenarios should be.
Consequently, we attempted to reconcile diverse educational cultures. For instance,
8 Ljerka Jukić Matić and Mirela Jukić Bokun

Finnish teachers do not desire a detailed lesson plan, whereas in the new situation,
Croatian teachers prefer prescribed procedures. Each teaching scenario contains
the following elements: mathematical domain and learning outcomes, keywords,
description of the game, age range of the students, prerequisite knowledge for
student, prerequisite knowledge for teacher, resources needed and description of
activities (pre-game, in-game and after-game activities) (Jukić Bokun et al., 2022).

6.2. Design and Implementation of the GAMMA Games

Here we present the two GAMMA games as well as the result of their implemen-
tation in the classroom.

6.2.1. GAMMA ProbChallenge

ProbChallenge is a narrative single-player game. The player is an intern who re-

ports to the laboratory for work. The player becomes acquainted with fundamental
probability concepts and calculates probabilities in order to become an equal mem-
ber of the laboratory (Figure 1). There are five levels in total. The player can
choose which of the first four levels to play, but must achieve a certain score on
the fourth level to access the fifth. The game is available free of charge in the App
Store and the Google Play.
In developing the ProbChallenge game, we used the approach described by
Aleven et al. (2010). The authors provide a general framework for designing and
analyzing educational games. The framework is based on three main parts: set-
ting learning objectives, using the MDA framework and incorporating instructional
design principles, as well as a strategy for how to combine these components effec-
tively so that the designer can keep the whole picture in mind. The MDA framework
is a game-design framework that relates game mechanics (M), dynamics (D) and
aesthetics (A) (Hunicke et al., 2004): The mechanics of a game refer to the partic-
ular components of the game, the dynamics of the game refer to the behaviours that
result from the application of the game mechanics and the player’s input during
gameplay, and the aesthetics of a game refer to the player’s subjective experience
during the interaction with the game system. The inclusion of instructional design
principles is based on the assumption that instructional design principles estab-
lished in other types of learning environments can be applied to educational game
design and can help develop games that are educationally effective. Examples
of such principles are the Multimedia Principles (Mayer, 2014, 2019) and the
Lifelong Learning Principles (https://louisville.edu/ideastoaction/-
/files/featured/halpern/25-principles.pdf). There is overlap between
these collections of principles, but they have a slightly different focus. A designer
of educational games has to think almost constantly about how to combine com-
ponents to design/redesign the game so that the components work in concert. For
example, a useful way to expand the learning objectives for a given game is to look
at the knowledge and skills that were originally considered as “transfer” and to
consider whether they can be brought into the game. To design or redesign a game,
(Digital) Game-Based Learning in Mathematics 9

one might think in terms of MDA to come up with ideas that improve or change the
aesthetics and maybe the dynamics of the game. A final source of redesign ideas
might be to consider whether additional instructional principles can be introduced
into the game to increase the educational effectiveness of a game.
Setting learning objectives helps designers ensure that the game they develop
actually meets a set of intended and coherent learning objectives. These include
(a) a written specification of prior knowledge and skills; (b) examples of tasks by
which a student/player will improve the given knowledge and skills; and (c) re-
flecting about the potential transfer – what knowledge and skills might they learn
that go beyond what they actually encountered in the game?
During brainstorming sessions with teachers from Croatian GAMMA partner
schools, we decided to use the game to achieve the following learning objectives:
to describe a definite and impossible event; to use event algebra (union, intersec-
tion, complement) to calculate probability. We also agreed to create a game for
learning new content. The teachers from the partner schools proposed the main
idea for the story. In implementing the MDA, we considered Aleven et al.’s (2010)
suggestion that a slower and more deliberate dynamic may be more appropriate
if the game’s learning objectives require the student or player to make sense of
the embedded learning content. Given that ProbChallenge helps with learning, we
used cognitive load theory by using modeling. We stayed away from animations
because they negatively impact working memory. Moreover, we have combined
two different kinds of information: a picture and a story (Sweller et al., 2019).
When it comes to the effectiveness of modeling in the classroom, scaffolding and
worked-out examples are the two most common types of modeling with supporting
evidence, particularly in mathematics education (Lee & Ke, 2019). Throughout
the game development process (design/redesign), we were constantly relying on
instructional design principles to create the game. Overall, we have taken the
following Multimedia principles into account in the development of the game:

• personalization – using conversational language rather than formal language

• coaching/feedback – adding in-game advice and feedback;
and the following implications of the Life-Long Learning principles:

• learning environments should capture the important content in stories and ex-
ample cases, which are comparatively easy to comprehend and remember
• provide learners with multiple and varied examples of concepts
• plan the order and amount of new information that is to be presented in discrete
units so as not to overwhelm new learners with too much new information at
once
• learning environments promote cognitive flexibility by having students work
on problems that vary in content and complexity
• learning environments should tailor the materials to characteristics of the learner,
making sure that the material is not too difficult
• provide immediate feedback on errors
10 Ljerka Jukić Matić and Mirela Jukić Bokun

• learning environments should deliver good explanations of ideas and elicit self-
explanations from the learner.

Figure 1. Screenshots from the GAMMA ProbChallenge game showing from left to right
(1) a help message in the case of a wrong answer, (2) the introduction of an impossible
event, and (3) a sample question related to the calculation of the probability.

Members of the GAMMA project and students from partner schools tested the
beta version of the ProbChallenge game. The game was revised based on their
comments. The revised version of the game included the addition of two levels to
the first three levels so that the player can systemize and apply the content taught
in the first three levels on the various probability tasks, more detailed feedback on
incorrect answers and performance, and the addition of sound and translation of the
English version of the game into the GAMMA partner languages: Croatian, Dutch,
Finnish, and Greek. The following instructional design principles were integrated
into the teaching scenarios: the teachers need to provide guidelines and explicit
instruction for the principles that are to be learned, and according to the multime-
dia principle of pretraining, it is recommended to provide pre-game information
regarding content and/or mechanics of the game.

6.2.2. E(qua)scape

E(qua)scape is an escape room game in which a system of linear equations should be

solved with the help of simulations (Figure 2). The design of the game E(qua)scape
began with the setting of learning objectives, as described by Aleven et al. (2010)
(Digital) Game-Based Learning in Mathematics 11

and used in the GAMMA ProbChallenge design process. The game is created using
Machine Lab Turtlesphere 2 (MaLT2, http://etl.ppp.uoa.gr/malt2). MaLT
2 (Kynigos & Grizioti, 2018) is an online environment that combines Logo-based
programming with dynamic manipulation and 3D navigation for the exploration of
mathematical concepts. The games created with MaLT2 rely on constructionism.
Constructionists have always prioritized developing transformative activities that
allow students to create meaningful digital artifacts that represent their own under-
standings of mathematics (Girvan & Savage, 2019; Kynigos, 2015; Papert, 1993).
According to the constructionist approach, students can have more opportunities to
form new connections with knowledge by participating in the process of creating or
managing a game and using mathematics as a tool, as opposed to having traditional
lessons embedded directly into games (Kafai & Burke, 2015). In this perspective,
the main idea is to create a microworld that simulates a real-world situation or phe-
nomenon and provides students with functionalities to explore, change, and extend
the initial rules and behaviors of the simulation. MaLT2 has a strong connection
with mathematics education, but microworlds have also been used in activities for
other scientific domains, such as physics, engineering, and history.

Figure 2. E(qua)scape game screenshot with graphical representation of movement in the

left part of the screen, Logo language code in the upper right corner, and sliders for
interaction with simulation in the bottom right corner.

The E(qua)scape game has several levels. It is necessary to solve the task
correctly and with the help of the solution create a password that opens the next
level. Students play the game by moving sliders in the simulation. That helps
them to interpret and solve the assignment. Sliders represent parameters which
are related to the time and speed and changing them affects the outcome of the
assignment. Incorrect passwords will also appear when moving the slider. This
prevents discovering passwords by accident.
12 Ljerka Jukić Matić and Mirela Jukić Bokun

6.2.3. Other GAMMA games

Other GAMMA games are listed in the table below (Table 2). More infor-
mation on them can be found in the handbook and on official project page
http://www.project-gamma.eu/.

Table 2. List of GAMMA games.

Name of the game Mathematical topic Short description

The Balloon game is a game for two players,
playing against each other. The goal of the
game is to control the size of the balloon by
Do not blow selecting appropriate rules for the magic
up the balloon! Derivatives pump – functions represented as formulas
(in level Formulas) or graphs (in level
Graphs), while avoiding that the balloon
bursts or runs empty.
The Hot Air Balloon game is an online
game where players choose gas cylinders or
Direct and valves to fill or release air from a balloon,
Hot Air Balloon competing with classmates or themselves.
indirect proportion The goal of the game is to make as many
choices as possible. The game can be played
on computers, tablets, or mobile phones.
GeomWiz is a single-player mobile game for
Geometric shapes, learning and revising geometry, allowing
angles of triangle, right players to move freely between levels with
GeomWiz angle, area of triangle, unique learning outcomes. Each level has
sine rule and cosine rule rooms with questions for progress.
Students play a game where they must
choose a trigonometric function to control
the bird’s motion and the ball’s motion.
YoYo Bird Trigonometric functions They must consider properties of
trigonometric functions to gain points, avoid
bird collisions, or make it difficult for the
other player.
Function Dungeon is a game where players
navigate a labyrinth of rooms, often locked,
Function to find hidden function-related problems.
Dungeon Linear function Interacting with objects and solving these
problems opens up new rooms and unlocks
the dungeon’s secrets.

6.3. Snapshots from the Classrooms

6.3.1. ProbChallenge

Teachers in the project tested GAMMA ProbChallenge and its teaching scenario.
Following the pilot, students and teachers provided feedback on the implementa-
tion. Students’ comments revealed some deficiencies in the teacher’s support. For
example, some of students were confused about game mechanics because they did
not obtain whole instructions on how to play the game. Reports also showed how
(Digital) Game-Based Learning in Mathematics 13

important the teacher was to the lesson’s success. The majority of the students who
took part in the piloting described their learning as having “learned most of it, but
need some clarification”, which highlights the importance of teachers’ support for
DGBL. The instructor must encourage students to reflect on the gaming activity us-
ing whole-class discussion. Some teachers who piloted the game did not, however,
reflect on game play activity.

6.3.2. E(qua)scape

Teachers, who participated in the project, piloted the game E(qua)scape and its
teaching scenario. Following the pilot, teachers and students gave feedback on
the implementation. Here we provide some issues. One teacher, according to
reports, did not fully understand the goal of the E(qua)scape game: the goal is to
apply previously learned concepts to new situations and the properties of systems
of linear equations to real-world situations, not to learn how to solve a system of
linear equations. Some students focused on the graphics of the MaLT2 environment
rather than on meaning-making. The simulations give meaning to parameters in the
system of linear equations and show how changing task conditions affect the system
coefficients and, thus, the solution. Teachers who used the game said the material
provided in the teaching scenario was sufficient for enacting the lesson. However,
it is recommended that teachers prepare other tasks in which the system of linear
equations is used so that students can apply their knowledge to other situations.

7. Conclusion

The goal of the education system is to incorporate innovation and change into the
learning environment in order to equip students with the skills and resources nec-
essary for the twenty-first century. Digital games are a tool for the development of
twenty-first-century skills and a medium that motivates and encourages students to
actively construct their knowledge (Hayak & Avidov-Ungar, 2023).
The work on GAMMA project shows how challenging it is to develop games
that aid in the acquisition of high school mathematical knowledge. In the one
hand, the game must be entertaining, while also requiring cognitive engagement
from students. Cognitive engagement is the most reliable predictor of students’
effective problem-solving actions aimed at their learning goal (Pan & Ke, 2023).
Furthermore, incorporating modeling as learning support (scaffolding and worked-
out examples) disrupts the game flow, i.e. the player’s state of complete immersion
in the game. There are also issues with games built on constructionist principles.
To be specific, it may take the students a significant amount of time and effort to
become acquainted with the environment. This issue, however, could be overcome
with a Use-Modify-Create approach that scaffolds students (Kynigos & Grizioti,
2018).
Working on the project showed that the integration of games into mathematics
lessons is a challenging endeavor. In addition to the numerous obstacles identified
14 Ljerka Jukić Matić and Mirela Jukić Bokun

in the literature, the implementation of GAMMA games revealed that using games
in the classroom is not intuitive for teachers. Professional development on DGBL
is critical for effective DGBL implementation, but not in the usual form that con-
tributes to teachers’ professional growth, but in the form of teacher training. Our
recommendation also stems from Callaghan et al.’s (2018) study, in which teachers
expressed a desire for such DGBL support.
Digital games should not be used as stand-alone activities unrelated to overall
mathematics instruction but rather as a component of a package of educational
activities to achieve specific educational goals (Mayer, 2016). They should sup-
plement not supplant teachers (Callaghan et al., 2018). This means that teachers
must inform students on the game mechanics, interact with them during gam-
ing, talk about the gaming experience, and discuss mathematics embedded in the
game. If there are multiple levels of game to play, the gaming can and should be
paused in order for the teacher to receive feedback on the aforementioned issues
(Jukić Matić & Jukić Bokun, 2023). Moreover, teachers must inform students
that this is a learning activity and it should not be used just for fun. We believe
this element is very important, otherwise students will focus on the comparison
of graphics and mechanics between entertainment games they play in their leisure
time and the game given. And the goal of the DGBL lesson will not be achieved.
However, there are still unexplored topics on DGBL. One of them is develop-
ing and designing games to assist high school students in learning mathematical
concepts. The second is related to the use of DGBL in mathematics classrooms.
We believe that our project helped to resolve some of these issues.

Funding Agency
This research was co-funded by the Erasmus+ Programme of the European
Union under number No. 2020-1-HR01-KA201-077794.

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Contact addresses:
Ljerka Jukić Matić
School of Applied Mathematics and Informatics
Josip Juraj Strossmayer University of Osijek
Trg Ljudevita Gaja 6, Osijek, Croatia
e-mail: [email protected]

Mirela Jukić Bokun

School of Applied Mathematics and Informatics
Josip Juraj Strossmayer University of Osijek
Trg Ljudevita Gaja 6, Osijek, Croatia
e-mail: [email protected]
 EFFECTIVE TEACHING AND LEARNING OF MATHEMATICS. . . 19

(Digitalno) učenje matematike

temeljeno na igrama

Mirela Jukić Bokun i Ljerka Jukić Matić

Fakultet primijenjene matematike i informatike, Sveučilište Josipa Jurja Strossmayera
u Osijeku, Hrvatska

Sažetak. Za razliku od drugih STEM disciplina, matematika se

često doživljava apstraktnom, odvojenom od stvarnog svijeta. Stoga
učenici imaju problem kako da se užive i povežu s matematičkim
sadržajima. Osim toga, tradicionalne metode poučavanja često ne uspi-
jevaju aktivirati učenike i ne dopuštaju im samostalnost u kojoj su oni
kreatori vlastitog razumijevanja. Učenje temeljeno na igrama (GBL),
posebno učenje temeljeno na digitalnim igrama (DGBL), doima se kao
obećavajući pristup učenju i poučavanju matematike upravo zbog svoje
interaktivne prirode. Digitalne igre imaju jedinstvene karakteristike
(pravila/ciljevi, senzorni podražaji, izazov, misterija, fantazija i kon-
trola) koje mogu povećati motivaciju za učenje i utjecati na promjenu
učeničkog stava i ponašanja. U suvremenom obrazovanju, DGBL se
pokazao kao učinkovit alat za učenje matematičkih koncepata i vjež-
banje matematičkih vještina. No, implementacija DGBL-a u nastavu
predstavlja učiteljima popriličan izazov. U ovom pristupu, učitelji su
dizajneri nastave, posrednici u igri ili organizatori rada. Stoga im treba
pomoći u stjecanju znanja i vještina potrebnih za preuzimanje tih uloga.

Ključne riječi: učenje temeljeno na igri, digitalne igre, nastavnici

matematike, GAMMA projekt

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