ISSN: 2226-6348
Open access
The application of game-based learning (GBL) is seen to have many benefits in helping to improve the quality of the teaching and learning process. GBL approach will encourage students to solve problems and self-learning and thus enable students to learn a mathematical concept without realizing it. The review findings show that GBL helps teachers to motivate student engagement in Mathematics. This is because GBL is regarded as a potential means for improving students' confidence and increasing their motivation by incorporating challenge, curiosity and fantasy to a specific problem. The application of GBL has a positive impact on student motivation and involvement in Mathematics learning. Further reading should be made on the motivational impact of student self-efficacy. This is because previous studies have also found that student motivation influences students' self-efficacy in that students who believe in their own abilities are more motivated to engage in learning
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Beserra, V., Nussbaum, M., & Oteo, M. (2019). On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games. Journal of Educational Computing Research 56(8): 1361–1383. doi:10.1177/0735633117744346
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies 21(6): 1465–1482. doi:10.1007/s10639-015-9393-5.
Cunha, G. C. A., Barraqui, L. P., & De Freitas, S. A. A. (2019). Evaluating the use of gamification in mathematics learning in primary school children. Proceedings - Frontiers in Education Conference, FIE 2018-Octob: 1–4. doi:10.1109/FIE.2018.8658950
Darwish, S., Abdo, H., & AlShuwaiee, W. M. (2018). Opportunities, challenges and risks of transition into renewable energy: the case of the Arab Gulf Cooperation Council. International Energy Journal, 18(4).
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 237-288). Lincoln.
Dele-Ajayi, O., Strachan, R., Pickard, A. J., & Sanderson, J. J. (2019). Games for Teaching Mathematics in Nigeria: What Happens to Pupils’ Engagement and Traditional Classroom Dynamics? IEEE Access 7: 53248–53261. doi:10.1109/ACCESS.2019.2912359
Farber, M. (2015). Gamify your classroom: A field guide to game-based learning. New York: Peter Lang.
Gil-Doménech, D., & Berbegal-Mirabent, J. (2019). Stimulating students’ engagement in mathematics courses in non-STEM academic programmes: A game-based learning. Innovations in Education and Teaching International 56(1): 57–65. doi:10.1080/14703297.2017.1330159
Guthrie, J. T., & Coddington, C. (2009). Reading motivation. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 503–525). New York, NY: Routledge.
Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding. Educational Technology Research and Development 67(2): 423–441. doi:10.1007/s11423-019-09653-8
Kementerian Pendidikan Malaysia. (2017). Dokumen Standard Kurikulum dan Pentaksiran Matematik Tahap 1. KPM. Putrajaya.
Kiili, K., Moeller, K., & Ninaus, M. (2018). Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators. Computers and Education 120(February): 13–28. doi:10.1016/j.compedu.2018.01.012
Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education 100: 126–140. doi:10.1016/j.compedu.2016.05.006
Leibham, M. E. (2005). The impact of interest on elementary school children's self-concepts, intrinsic motivation, academic achievement, and willingness to broaden knowledge. Doctoral dissertation, Indiana University.
Li, J. Y., & Shieh, C. J. (2016). A study on the effects of multiple goal orientation on learning motivation and learning behaviors. Eurasia Journal of Mathematics, Science and Technology Education 12(1): 161–172. doi:10.12973/eurasia.2016.1221
Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments 0(0): 1–18. doi:10.1080/10494820.2018.1541910
Maslow, A. H. (1987). Motivation and Personality (3rd ed.). New York: Harper & Row.
McClelland, D. C., Koestner, R., & Weinberger, J. (1989). How do self-attributed and implicit motives differ?. Psychological Review 96(4): 690–702. doi:10.1037/0033-295X.96.4.690
Okur, M., & Aygenc, E. (2018). Video games as teaching and learning tool for environmental and space design. Eurasia Journal of Mathematics, Science and Technology Education 14(3): 977–985. doi:10.12973/ejmste/80932
Mohamed, R., & Khalid, F. (2017). Gamifikasi?: Konsep dan Implikasi dalam Pendidikan. Pembelajaran Abad ke-21: Trend Integrasi Teknologi 144–154.
Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research 72: 129–136. doi:10.1016/j.ijer.2015.06.008
Steinmaurer, A., Pirker, J., & Christian, G. (2020). The Challenges of the Digital Transformation in Education 917: 614–625. doi:10.1007/978-3-030-11935-5
Tan, W. H. (2018). Gamifikasi dalam pendidikan: Pembelajaran berasaskan permainan. Tanjong Malim: Universiti Pendidikan Sultan Idris.
Tao, X., Wang, F., & Li, X. (2019). A Visualized Analysis of Game-Based Learning Research from 2013 to 2017. Proceedings - International Joint Conference on Information, Media and Engineering, ICIME 2018 192–196. doi:10.1109/ICIME.2018.00047
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game-based learning on students’ mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning 35(3): 407–420. doi:10.1111/jcal.12347
Wang, S. Y., Chang, S. C., Hwang, G. J., & Chen, P. Y. (2018). A microworld-based role-playing game development approach to engaging students in interactive, enjoyable, and effective mathematics learning. Interactive Learning Environments 26(3): 411–423. doi:10.1080/10494820.2017.1337038
Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: a case study. Innovations in Education and Teaching International 53(6): 660–670. doi:10.1080/14703297.2015.1102079
In-Text Citation: (Ramli et al., 2020)
To Cite this Article: Ramli, ‘Izzat Syahir Mohd, Maat, S. M., & Khalid, F. (2020). Game-Based Learning and Student Motivation in Mathematics. International Journal of Academic Research in Progressive Education and Development, 9(2), 449–455.
Copyright: © 2020 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode