Research Report COIL PTEC - KdG

Name

THLANG SEREYLEAKENA

Institution

PTEC

Name COIL-partner

KATTJE VAN HASSELT

Subtopic

Increasing student participation in learning math through learning games -

case studies at the primary level

Orientation on the actual situation and the research topic in Belgium

and Cambodia

Max. 1 page

 What is the actual situation?

At the elementary level, many students struggle to learn math. Traditional

math lessons often leave students feeling bored and uninterested. According to
Fielding-Wells and Makar (2008), students often perceive mathematics as
boring, irrelevant, and difficult. This perception leads to disengagement in
classroom activities, such as low participation and a negative attitude toward
the subject. Moreover Hui and Mahmud (2023) emphasize that placing too
much emphasis on disengagement in mathematics can hinder students'
academic achievement and emotional development. They highlight the
importance of teaching strategies that integrate both cognitive and emotional
aspects of learning. Game-based learning in math boosts student engagement,
motivation, and interest while improving cognitive understanding and attitudes
toward the subject (Hui & Mahmud, 2023; Spalding, 2023).

 Who is involved in the situation?

Key stakeholders in this issue include educators, students, and researcher.

 When is the situation arising?

During my internship in a third-grade math class, a situation arose where

students showed little interest and voiced complaints about math lessons. I
introduced learning games into my teaching, and I noticed a significant
increase in student participation.

 Why is it necessary to investigate the situation?

This topic needs to be looked at since, based on earlier studies that have
shown the advantages of educational games in the classroom, academics are
interested in learning more about their use. While they agree on many
important points, such as how GBL can improve attitudes, engagement, and
learning outcomes, White & McCoy (2019) provide a more thorough
examination of the collaborative and social aspects, while Di Sia (2016)
emphasizes how GBL improves cognitive and procedural skills. Together, they
present a complementary view of how GBL can transform mathematics
education.

 Where had the situation arisen?

This issue is most prevalent in elementary school math classes, such as the
one where I completed my internship in third year.

 How did the situation arise?

The lack of student engagement in math may stem from various factors,
including reliance on traditional teaching methods, struggles to see the real-life
applications of math, and differences in student abilities.

Literature review

Source (APA 7th Short summary

edition)

Source 1 – Cambodian According to the Harvard Graduate School of

student: THLANG Education (2023), play has a transformative effect
SEREYLEAKENA in education and can improve learning outcomes
and inspire greater involvement. The article lists
Harvard Graduate School five essential tactics that teachers can use to
of Education. (2023, successfully include fun learning. First, giving kids
May). Embracing learning the freedom to choose their own activities
through play. promotes independence and self-motivation.
Second, by fostering relationships between
students and teachers, play can foster a
cooperative and encouraging learning
environment. Third, learning is made more
impactful and pleasurable by including playful
elements into instructional content. Fourth,
allowing students to engage in unstructured play
gives them the chance to experiment, dream, and
practice problem-solving techniques in a flexible
setting. Lastly, encouraging kids to think back on
their play experiences aids in idea reinforcement
and comprehension development.

These techniques show how play can be included

into lessons to foster social skills, creativity, and
critical thinking. Teachers may design dynamic,
captivating environments where children flourish
both academically and psychologically by
combining purposeful learning objectives with both
scheduled and unstructured play. This method is in
line with the growing understanding that play is an
effective teaching tool in contemporary education.

Source 2 – Cambodian Wahyuni et al. (2023) investigated the impact of

student educational games on student interest and
engagement in learning. Employing a quantitative
Wahyuni, E., Tanuso, N.
approach, the researchers collected data from high
A. E., Waruwu, Y., Mata,
school students using questionnaires and analyzed
Y., & Susanto, A. N.
the results with SPSS. Findings indicated that
(2023). The role of
educational games significantly increased student
educational games in
motivation, enhanced cognitive, social, and
increasing student
emotional development, and reduced boredom
motivation and
during learning. When thoughtfully integrated,
engagement. Al-Hijr:
Journal of Adulearn World, these games provided an engaging and dynamic
2(4), 366–383. approach to teaching complex concepts, promoted
problem-solving skills, and fostered a positive
learning environment. However, the study also
emphasized the importance of effective teacher
monitoring and guidance of game use to ensure
alignment with learning objectives. It highlighted
the need for games to be used in conjunction with
other teaching strategies and to provide structured
opportunities for reflection. The researchers
concluded that while educational games can boost
student enthusiasm and engagement, their
effectiveness requires careful planning and balance
with traditional teaching methods. This study
highlights the potential of educational games as a
dynamic tool for enhancing learning outcomes in
formal learning environments.

Source 3 – Cambodian Bay, Reys, Simms, and Taylor (2000) explore the
potential of using Bingo as an instructional tool to
student
develop students’ understanding of number sense
and probability in mathematics. Traditionally
Bay, J. M., Reys, R. E., viewed as a game of luck, Bingo is reimagined in
Simms, K., & Taylor, P. M. this article as a meaningful learning strategy that
engages students in mathematical reasoning and
(2000). Bingo games: reflection. The authors detail how carefully
Turning student intuitions designed Bingo activities can help students
connect intuitive ideas with formal mathematical
into investigations in concepts, especially through prediction, estimation,
probability and number and numerical operations. The study emphasizes
the flexibility of Bingo to be adapted to various
sense. Mathematics grade levels and math topics, making it a valuable
Teacher, 93(3), 200–206. resource for teachers aiming to promote active
student participation.

One of the key strengths of the article is its

emphasis on student intuition. The authors argue
that children bring natural ways of thinking about
numbers into the classroom, and that well-
structured games can channel these intuitions into
formal learning opportunities. In this context, Bingo
becomes not just a game but a platform for
structured investigation and discussion. As
students track numbers, make choices, and
anticipate outcomes, they engage in important
processes such as mental computation, probability
 estimation, and decision-making.

The article also offers practical classroom

applications, including sample Bingo boards and
ideas for teacher questioning, making it highly
usable for educators. The authors highlight the
importance of reflection and post-game discussion
to deepen learning, encouraging teachers to link
gameplay with curriculum goals.

Overall, Bay et al. (2000) provide compelling

evidence that integrating games like Bingo into the
math classroom can increase student motivation,
engagement, and conceptual understanding. This
aligns with broader educational goals to make
math instruction more interactive and meaningful,
particularly for primary-level learners. Their work
strongly supports the use of game-based learning
to turn everyday activities into rich opportunities
for mathematical exploration.

Source 4 – Cambodian In Bragg (2007) study explored the complex and

sometimes conflicting attitudes students hold
student
toward using games as a method for learning
mathematics. Conducted in a primary school
Bragg, L. A. (2007). setting, the research investigates how students
Students' conflicting respond emotionally and cognitively to the
incorporation of games into math lessons. Bragg
attitudes towards games found that while many students express
as a vehicle for learning enthusiasm for games and associate them with
fun, their views often shift when games are
mathematics: A explicitly linked to academic learning. Some
methodological dilemma. students questioned the legitimacy of games as a
serious way to learn math, suggesting that fun and
Mathematics Education learning were seen as separate experiences.
Research Journal, 19(1),
Bragg’s study reveals a methodological tension:
29–44. students enjoy games and often become more
engaged, yet they may not always recognize the
educational value embedded within the game-
based activities. This insight challenges educators
to design games that not only engage but also
clearly connect with learning outcomes. The study
also highlights how students’ pre-existing beliefs
about school and learning influence their
perceptions of educational games. For instance,
some students valued traditional instruction more
highly than play-based methods, indicating that
cultural or classroom norms play a role in how
game-based learning is received.

Another important contribution of Bragg’s work is

 its attention to student voice. Through qualitative
interviews and classroom observations, the study
amplifies the learners' perspectives and stresses
the need for educators to listen to how students
experience learning through games. Rather than
assuming games are universally motivating, Bragg
encourages teachers to reflect on the design,
context, and framing of games to ensure they
are both enjoyable and educational.

Overall, Bragg (2007) provides a nuanced view of

game-based learning, highlighting both its
potential and its limitations. The study is
particularly relevant to research on engagement
and participation in mathematics at the primary
level, offering valuable guidance for educators
implementing games in the classroom.

Source 1 – Belgian The concept of 'playful learning' plays a crucial role

student: KATTJE VAN in promoting 21st-century skills such as creativity,
HASSELT collaboration, and problem-solving. This approach
to learning emphasizes the value of playful
A new path to education
interactions and experiences in educational
reform: Playful Learning
environments. By actively engaging children in the
Promotes 21st-century
learning process through play, they develop not
skills in schools and
only cognitive skills but also social and emotional
beyond POLICY BIG IDEAS
competencies.
about the authors.
(2020). Geraadpleegd op Research shows that playful learning environments
27 december 2024, van increase student motivation and engagement,
leading to better learning outcomes. 'Playful
learning' fosters a curious attitude, making
students willing to take risks and explore new
ideas. This is essential in a rapidly changing world
where adaptability and lifelong learning are
becoming increasingly important.

However, implementing 'playful learning' in schools

requires support from policymakers, teachers, and
parents. It is essential to revise curricula and
teaching methods to allow room for creativity and
play. By embracing these changes, educational
 institutions can contribute to the development of
well-rounded individuals who are prepared for the
challenges of the future.

Source 2 – Belgian In their literature review, Li and Kangas (2024)

student: KATTJE VAN examine the role of playful learning in primary
HASSELT education and the pedagogical activities of
teachers. The authors analyze existing studies to
Li, X., & Kangas, M.
gain insight into how playful learning strategies are
(2024). A systematic
integrated into classroom practice and which
literature review of
pedagogical approaches are applied by teachers.
playful learning in
primary education: The review emphasizes that playful learning not
teachers’ pedagogical only increases student engagement and motivation
activities. Education 3-13, but also contributes to the development of
1–16. essential skills such as creative thinking,
collaboration, and problem-solving. Teachers play a
crucial role in facilitating these learning processes
by creating an environment that encourages
curiosity and exploration.

The study identifies various pedagogical activities

that are effective in promoting playful learning,
such as the use of play activities, creative design,
and collaborative projects. The findings suggest a
need for targeted professional development for
teachers to support them in implementing playful
learning strategies.

Finally, the authors advocate for increased

collaboration between researchers and education
professionals to further investigate and enhance
the effectiveness of playful learning, aiming to
create a learning environment that is both
educational and enjoyable for students.

Source 3 – KATTJE VAN This book is about something every teacher

recognizes: how do you get students to be
HASSELT motivated to learn? In “Motivation in the
Classroom,” Nelleke Bokhove-van Wensveen shows
Bokhove-van Wensveen,
that motivation does not come naturally, but that
Nb. (2011). Motivatie in
as a teacher you have a lot of influence on it.
de klas: Kinderen en hun
manier van leren (1ste Although the book is already from 2011, it remains
editie). Jeroen Hogewerf - one of the best resources I could find on how to
Kwintessens. motivate children. It gives clear explanations as
well as practical tips that you can immediately use
in the classroom. Think about how to create a nice
atmosphere, how to make students feel that they
can do something, and how important it is that
they feel connected to you and to each other.

The author shows that motivation is not only about

“liking school,” but also about how you, as a
teacher, are in front of the classroom. By taking
students seriously, having clear expectations and
involving them in what happens, you can achieve a
lot.

The book is easy to read, full of recognizable

examples, and helps you look at your own teaching
with fresh eyes. So whether you are just starting
out or have been in the classroom for years, this
book will give you new ideas and inspiration to
really get your students moving.

Source 4 – Belgian (150-300 words)

student

Research objective

Max. 75 words

To explore how playful learning and the use of learning games influence
primary school students’ motivation, well-being, and engagement in
mathematics lessons.

(Practical) Research question

Max. 25 words

How does bingo game influence students’ motivation, well-being, and

engagement during lessons?

Methodology

This study adopted a qualitative approach to investigate how an educational

Bingo game influenced student engagement in primary mathematics
instruction. Two main instruments were employed:

1. Observation Checklist – Developed to measure four key engagement

dimensions: Behavioral Engagement, Student Enthusiasm and
Motivation, Social Engagement, and Cognitive Engagement. Each
dimension was rated on a 5-point Likert scale across specific observable
behaviors.
2. Semi-Structured Interviews – Conducted with five students after the
activity to collect reflective feedback on their experiences. The questions
were adapted from Fredricks, Blumenfeld, and Paris (2004), focusing on
emotional, behavioral, and cognitive engagement in learning.

1. Observation Checklist

During the Bingo activity, each student's behavior was observed using a
structured checklist. The checklist included four dimensions: Behavioral
Engagement, Student Enthusiasm and Motivation, Social Engagement, and
Cognitive Engagement. Each was rated on a 5-point Likert scale (1 = Never to
5 = Always). The purpose was to capture indicators of engagement and
support triangulation of interview data. Although the checklist included
numerical scores, the analysis remained interpretive, focusing on identifying
patterns of engagement behaviors.

2. Semi-Structured Interviews

Semi-structured interviews were conducted with five students after the Bingo-
based math lesson. The interview protocol was adapted from Fredricks et al.
(2004) and included five open-ended questions aimed at capturing students'
emotional, behavioral, and cognitive engagement. Students’ responses were
transcribed and analyzed using thematic coding. Key phrases were identified
and grouped into categories and themes that corresponded to the three
engagement dimensions.
Observation: Observation guide in Annex 1

Interview: Interview guide in Annex 2

Short discussion on the results of the data collection and analysis in

practice

max. 1 page

Analytical documents in Annex3

The observation data were analyzed quantitatively by calculating average

scores for each engagement dimension per student. This was done by
summing the Likert scale ratings for each dimension and dividing by the
number of indicators observed within that category. The results provided a
clear, standardized profile of student engagement across five participants.
Interview responses were transcribed and subjected to thematic analysis.
Codes were derived based on recurring responses and then grouped under
major themes aligned with the engagement framework: Positive Emotions
Toward Bingo, Improved Understanding and Skill Development,
Engagement and Interest, Confidence Building, and Desire for
Continued Use.

The interview data showed that students experienced enjoyment, excitement,

and greater interest in math when playing the game. These findings support
previous research emphasizing the emotional benefits of Bingo-based learning.
This is supported by Bingo for Beginners: A Game Strategy for Facilitating
Active Learning (JSTOR), which highlights how Bingo fosters active participation
and reduces learner anxiety, making it particularly useful in subjects that
students often find intimidating—such as mathematics. Similarly, A Bingo
Game Motivates Students to Interact with Course Material illustrates how
game-based activities like Bingo can enhance student motivation and increase
their engagement with academic content.

Cognitive engagement emerged as the strongest dimension in both interview

responses and observational data. Students reported that Bingo helped them
understand subtraction, solve problems faster, and recall information more
effectively. These results align with findings from vocabulary-focused studies
such as The Use of Think Bingo Game to Improve Students’ Vocabulary Mastery
and Bingo Game: Hidden Treasure Among Heap of Woods. While these studies
focus on language learning, their conclusions apply broadly—demonstrating
that Bingo games support memory retention and conceptual understanding
through repetition, immediate feedback, and cognitive stimulation.

Behavioral engagement was also evident throughout the data. Students

consistently followed rules, stayed on task, and showed high levels of
participation. Observational scores reflected this with nearly all students
scoring above 4.2 out of 5. This mirrors findings from Bingo Games in Students’
Vocabulary and Reading Comprehension, where the structured, interactive
format of Bingo was shown to enhance focus and task persistence. These
behavioral patterns underscore Bingo’s value as a structured yet flexible
activity that keeps students actively involved in their learning process.

Emotional engagement, reflected in students’ enthusiasm and confidence, was

moderately high but varied slightly across individuals. Some students found the
competitive nature of the game motivating, while others felt nervous about
making mistakes or losing. These emotional fluctuations are common in game-
based learning, as identified in A Bingo Game Motivates Students to Interact
with Course Material, which notes that while games can create excitement,
they must be carefully managed to support all learners emotionally.

Interestingly, social engagement was the least developed dimension in this

study. Observational scores for this aspect were significantly lower than the
others, suggesting limited peer interaction. While not directly addressed in the
interviews, this finding suggests that the current version of Bingo used in the
study was more individualized. This contrasts with studies like The Use of Think
Bingo Game, where students worked in pairs or groups, facilitating more
discussion and collaboration. Enhancing the game with cooperative elements
could increase peer-to-peer learning and social engagement in future
implementations.

In practice, these findings support the use of educational games like Bingo to
create more engaging, effective, and student-centered classrooms. The
alignment of the current study with previous research across multiple
disciplines demonstrates Bingo’s versatility and its capacity to support learning
across cognitive, emotional, and behavioral dimensions. However, future
designs should consider incorporating more collaborative elements to boost
social interaction and deepen learning through peer exchange.

Conclusion

400-700 words

This study explored the impact of incorporating an educational Bingo game into
primary-level mathematics instruction as a strategy to increase student
engagement. Using Fredricks, Blumenfeld, and Paris’s (2004) tripartite model—
cognitive, behavioral, and emotional engagement—the research combined
qualitative interviews and observational checklists to analyze how students
responded to this learning intervention in practice.

The results clearly demonstrated that the use of Bingo significantly enhanced
students’ cognitive engagement. Interviews revealed that students felt the
game improved their understanding of subtraction and their ability to think
quickly and accurately. Observational scores supported this, with most
students receiving ratings above 4.5 in cognitive engagement, and one student
achieving a perfect score of 5. These findings align with existing literature that
emphasizes Bingo’s effectiveness in reinforcing academic skills through active
recall, repetition, and focus. This is supported by studies such as The Use of
Think Bingo Game to Improve Students’ Vocabulary Mastery and Bingo Game:
Hidden Treasure Among Heap of Woods, which demonstrate that Bingo can be
a powerful tool in helping learners retain and apply new knowledge. Although
these studies focused on vocabulary, the present research extends their
implications to mathematics, where Bingo contributed to strengthening
numerical fluency and problem-solving skills.

Behavioral engagement was also notably high during the activity. Students
were observed to be focused, rule-abiding, and active throughout the game.
Interview responses echoed this with students expressing a strong desire to
continue using educational games in future lessons. Scores in this domain
ranged from 4.17 to 4.58, reflecting consistent effort and participation. This
outcome is consistent with previous research, such as Bingo for Beginners: A
Game Strategy for Facilitating Active Learning, which highlights Bingo’s
potential to sustain attention and encourage task persistence through
structured, goal-oriented gameplay.

Emotional engagement, while present, showed slightly more variation.

Students generally enjoyed the game and expressed excitement about
participating, but levels of enthusiasm were moderate across the group.
Observation scores for this dimension ranged from 3.33 to 3.67. Student
interviews provided insight into this variation—some students were highly
motivated by the competitive element of the game, while others felt nervous
about making mistakes or not winning. These findings are in line with A Bingo
Game Motivates Students to Interact with Course Material, which notes that
emotional responses to game-based learning can vary and should be
considered during lesson planning and design.

One area for improvement that emerged from the study was social
engagement. This dimension was not directly addressed in the interviews but
was consistently low in the observational checklist, with scores ranging from
1.67 to 2.33. These results suggest that while students were cognitively and
behaviorally engaged, their interactions with peers were limited. This may be
attributed to the individual format of the Bingo activity. Research using
collaborative variations of the game—such as The Use of Think Bingo Game—
indicates that team-based approaches can promote greater peer interaction.
Adapting the activity to include collaborative components may therefore
enhance social engagement in future applications.

Overall, this study provides clear evidence that educational games like Bingo
can significantly support student engagement in mathematics, particularly in
terms of cognitive development and active classroom behavior. The alignment
between student perceptions and observational data reinforces the conclusion
that these games are not merely entertaining; they serve as effective
instructional tools that can promote meaningful learning outcomes.
Furthermore, the study underscores the importance of integrating multiple
data sources—such as student voice and behavioral observation—to develop a
holistic understanding of engagement in real classroom settings.

For educators, the findings suggest that low-cost, adaptable games like Bingo
can be used not only to reinforce academic content but also to enhance
motivation and participation. To maximize effectiveness, teachers should
consider modifying the game structure to incorporate elements such as peer
collaboration, guided reflection, and differentiated challenges.
Future research could investigate the long-term effects of game-based learning
on academic performance and classroom climate, or examine how different
game formats influence specific dimensions of engagement. Including
additional data sources—such as teacher observations and group interaction
analysis—would further enrich the understanding of how educational games
can be optimized for inclusive and effective learning.
 To examine how the Bingo game influenced student engagement in
mathematics learning, two primary instruments were employed: an observation
checklist and semi-structured student interviews. The observation checklist
assessed four dimensions of engagement—Behavioral Engagement, Student
Enthusiasm and Motivation, Social Engagement, and Cognitive
Engagement—using a 5-point Likert scale. Meanwhile, interviews were designed
to gather in-depth qualitative insights and were adapted from Fredricks,
Blumenfeld, and Paris’s (2004) framework on school engagement, targeting
emotional, behavioral, and cognitive components of engagement.

Annex1: Observation Checklist

Classroom Observation Checklist

About student participation in playing the BINGO learning game in Grade 3

Mathematics

Observer1 ____________ Date: ____________

Student1 ____________ Time: ____________

Lesson Topic: ____________

Note: Never = 1, Rarely = 2, Sometimes = 3, Often = 4, Always = 5

Indicator 1 2 3 4 5

I. Behavioral Engagement


1. Student actively listens to instructions

2. Student participates in Bingo activity

3. Student stays focused on the game

4. Student completes assigned math tasks

II. Student’s enthusiasm and motivation

1. Student shows excitement during the game

2. Student expresses enjoyment (e.g.,
smiling, laughing)
3. Student displays frustration when
struggling but continues trying
III. Social Engagement
1. Student collaborates with peers
(discussing numbers, helping others)
2. Student asks questions related to the
game or lesson

3. Student responds to teacher’s questions

IV. Cognitive Engagement

1. Student applies math concepts correctly
in the game
2. Student attempts to solve problems
independently
3. Student connects the game activity to
previous math knowledge
Annex2: Interview guide

1. Can you tell me about what we did in class today?”

2. What do you usually think about math class? Is it something you enjoy?”
3. Have you ever played any games in a math class before? What were they
like?
4. How did you feel when you first heard we would play a math game?
5. Can you describe what you saw and did during the Bingo game?
6. How did you feel when playing Bingo in math?
7. Did Bingo help you understand the content of the math lesson
better? Give an example.
8. Which part of Bingo was the most interesting or the most difficult
for you? And how did you solve it?
9. Did Bingo help you feel confident in solving math problems or
participating in math? If so, how?
10. Would you like to play Bingo or a similar learning game in
the next lesson? Why?
Annex3: Analytical documents

To analyze the observation checklist data, I used a quantitative approach

involving basic statistical calculations. Each student was rated on a 5-point Likert
scale across four dimensions of engagement: Behavioral Engagement,
Student Enthusiasm and Motivation, Social Engagement, and Cognitive
Engagement. For each dimension, multiple indicators were observed and rated
individually. The scores for each indicator were summed, and the total was then
divided by the number of items in that dimension to calculate an average score
for each student. This method allowed for a standardized comparison of
engagement levels across students and engagement categories. The resulting
mean scores were used to support and triangulate the qualitative interview data,
offering a clearer picture of how students engaged during the Bingo activity.

Result of observations

Studen Studen Studen Studen Studen

Indicator
t1 t2 t3 t4 t5
I. Behavioral Engagement 4.4 4.5 4.2 4.58 4.5
II. Enthusiasm and
3.4 3.6 3.3 3.67 3.44
Motivation
III. Social Engagement 1.7 2.3 1.9 2.22 2.22
IV. Cognitive Engagement 4.9 4.8 4.4 5.0 4.89
 Interview

Interview Engagement
Student Quote Code Theme
Question Dimension

Student1 I felt happy Enjoyment, Positive Emotional

because the game Peer Emotions Engagement
was fun and I interaction Toward Bingo
enjoyed competing
with my friends.

Student2 Playing Bingo made Enjoyment, Positive Emotional

me happy because Novelty Emotions Engagement
it was different Toward Bingo
from our usual
math lessons.
1. How did
Student3 I’m happy when Fun, Learning Positive Emotional &
you feel
playing Bingo in support Emotions Cognitive
when you
math because it Toward Bingo Engagement
played Bingo
was fun and helped
in math?
me understand the
topic better.

Student4 When I play Bingo, Positive Positive Emotional

I feel happy, and emotion, Love Emotions Engagement
playing Bingo in of learning Toward Bingo
math makes me
love learning.

Student5 When I played Positive Positive Emotional

Bingo in math, I felt feeling Emotions Engagement
happy. Toward Bingo

Student1 Bingo helps me Speed Improved Cognitive

understand the improvement, Understanding Engagement
content of math, Understanding and Skill
like subtracting
 numbers faster, Development
thinking faster...

Student2 It makes it easier Memory, Improved Cognitive

to recall the Practice Understanding Engagement
answers and and Skill
practice Development
subtraction in a fun
way.

2. Did Bingo Student3 Playing Bingo helps Skill Improved Cognitive

help you us understand reinforcement Understanding Engagement
understand subtraction and and Skill
the content subtract quickly. Development
of math
Student4 It made practicing Motivation, Improved Cognitive
lessons
subtraction more Skill Understanding Engagement
better?
fun and helped me development and Skill
Please give
get better at Development
an example.
solving problems
quickly.

Student5 Helps us learn to Content Improved Cognitive

subtract numbers. understanding Understanding Engagement
and Skill
Development

3. What part Student1 Bingo paper, no No difficulty Engagement Cognitive

of Bingo was difficulty. and Interest Engagement
the most
Student2 I am interested in Cognitive Engagement Cognitive
interesting
the recognition of engagement and Interest Engagement
or the most
calculated
difficult for
numbers.
you? And
how did you Student3 I liked how the Motivation, Engagement Emotional &
solve it? game got more Game and Interest Cognitive
exciting as I got dynamics Engagement
closer to winning.

Student4 Interested in Engagement Engagement Cognitive

number grids. The with and Interest & Engagement
challenge... materials, Challenge and
subtraction number Difficulty, Problem
4 digits by 4 digits. Persistence Solving
It took too much
time, but I still
tried.

Student5 I like when I was Game tension, Engagement Emotional &

just one number Excitement, and Interest & Cognitive
away - it made it Time pressure Challenge and Engagement
exciting. Problem
Sometimes I made Solving
mistake in
subtraction
because I felt
rushed.

4. Did Student1 ...solving problems Confidence, Confidence Emotional &

playing quickly and getting Mastery Building Behavioral
Bingo help them right... made Engagement
you feel me feel good about
more math.
confident in
Student2 Bingo helped me to Confidence Confidence Emotional
solving math
be confidence in Building Engagement
problems or
learning and
participating
solving math
in math? If
problems.
so, how?

Student3 Confidence and Confidence, Confidence Emotional &

more interested in Cognitive
 learning math. Interest Building Engagement

Student4 I am confident in Confidence, Confidence Emotional

playing because I Game success Building Engagement
am only two
numbers away
from winning.

Student5 Easy to solve but a Mixed Confidence Cognitive &

little bit difficult for confidence Building Emotional
subtraction... Engagement

5. Would you Student1 I want to continue Desire to Desire for Behavioral

like to play the educational continue, Continued Use Engagement
Bingo or a game and want it Cross-subject
similar in other subjects interest
learning also.
game in the
Student2 Even though it's Enjoyment Desire for Emotional &
next lesson?
complicated and despite Continued Use Behavioral
Why?
some students challenge Engagement
cheat, I still want to
keep playing...

Student3 ...makes learning Motivation, Desire for Emotional &

more interesting Interest Continued Use Cognitive
and keeps me Engagement
motivated.

Student4 ...because it makes Fun, Memory Desire for Emotional &

learning more fun aid Continued Use Cognitive
and helps me Engagement
remember better.

Student5 ...but I feel nervous Apprehension, Desire for Emotional

about challenging Competition Continued Use Engagement
other students
because I’m afraid I
might lose.
Reference

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