Video games applied to the teaching of initial mathematics: a review
Abstract
Having digital resources for inclusive education is one of the challenges faced by teachers and institutions. This systematic review focuses on finding developments in digital educational resources oriented towards the teaching of mathematics. Studies in Spanish and English from 2018 to 2022 were considered by searching the Scopus, Web of Science, ERIC, IEEE, and PsycINFO databases. The work was carried out following the PRISMA statement (Ouzzani et al., 2016; Page et al., 2021), the steps proposed by Sánchez-Meca (2022), and the recommendations of Marín (2022). Articles were identified to visualize the characteristics used and to obtain inferences in order to propose guiding principles in the creation of educational video games focused on the learning of mathematics. The results obtained in these experiences were evaluated, and in general, evidence was found that the use of these digital resources is positive, although the authors acknowledge limitations in their work. From reading and analyzing the studies, certain elements emerged that must be taken into account in their design to ensure success in the implementation of these didactic strategies.
Downloads
References
Aunio, P. y Mononen, R. (2018). The effects of educational computer game on low-performing children’s early numeracy skills–an intervention study in a preschool setting. European journal of special needs education, 33(5), 677-691. https://doi.org/10.1080/08856257.2017.1412640
Ausubel, D. P., Novak, J. D. y Hanesian, H. (1976). Psicología educativa: un punto de vista cognoscitivo (Vol. 3). México.
Bang, H. J., Li, L. y Flynn, K. (2022). Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning. Early Childhood Education Journal, 1-16. https://doi.org/10.1007/s10643-022-01332-3
Banting, N. y Williams, C. (2020). Children’s Games and Games for Children. Mathematics Teacher: Learning and Teaching PK-12, 113(12), 983-988. https://doi.org/10.5951/MTLT.2020.0110
Beserra, V., Nussbaum, M. y 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. http://0-dx-doi-org.llull.uib.es/10.1177/0735633117744346
Chen, I. H., Gamble, J. H., Lee, Z. H., y Fu, Q. L. (2020). Formative assessment with interactive whiteboards: A one-year longitudinal study of primary students’ mathematical performance. Computers & Education, 150, 103833. https://doi.org/10.1016/j.compedu.2020.103833
Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), pp. 445-449.
Csikszentmihalyi, M. (2010). Fluir (Flow): Una psicología de la felicidad. Editorial Kairós.
Cunha, G. C. A., Barraqui, L. P., y De Freitas, S. A. A. (2018). Evaluating the use of gamification in mathematics learning in primary school children. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-4). IEEE.
Deng, L., Wu, S., Chen, Y. y Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. DOI: https://doi.org/10.1111/jcal.12438
Derya, C. A. N. (2020). Supporting learning trajectories for the development of number concept: Digital games. Journal of Theoretical Educational Science, 13(4), 663-684.
Desoete, A. y Praet, M. (2022). A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills. Journal of Cognitive Education and Psychology, 21(1), 21-33. https://doi.org/10.1891/JCEP-2021-0020
Gagne, R. M. (1974). Instruction and the conditions of learning. Psychology of school learning: Views of the learner, 1, 153-175.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Gee, J. P. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Aljibe.
Jacob, R., Erickson, A. y Mattera, S. (2020). Evaluating the impact of small group supplemental math enrichment in kindergarten. Journal of Research on Educational Effectiveness, 13(3), 381-407. http://dx.doi.org/10.1080/19345747.2020.1726539
Kamarulzaman, N. S. B., Phon, D. N. E. y Baharuddin, M. S. (2021, August). A Mathematical Educational Game Application for Primary School Slow Learner. In 2021 International Conference on Software Engineering & Computer Systems and 4th International Conference on Computational Science and Information Management (ICSECS-ICOCSIM) (pp. 348-353). IEEE. https://doi.org/10.1109/ICSECS52883.2021.00070
Keller, T., Hebeisen, A. y Brucker-Kley, E. (2018). Integration of Children with Special Needs in Mathematics through Virtual Reality. International Association for Development of the Information Society.
Kiili, K., Moeller, K. y Ninaus, M. (2018). Evaluating the effectiveness of a game-based rational number training-In-game metrics as learning indicators. Computers & Education, 120, 13-28. https://doi.org/10.1016/j.compedu.2018.01.012
Lee, H. K. y Choi, A. (2020). Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania. Educational Technology Research and Development, 68(6), 3567-3585. https://doi.org/10.1007/s11423-020-09808-y
Makonye, J. (2020). Teaching Young learners pre-number concepts through ICT mediation. Research in Education, 108(1), 3-21. http://dx.doi.org/10.1177/0034523719840051
Marín, V. I. (2022). La revisión sistemática en la investigación en Tecnología Educativa: observaciones y consejos. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 13, p. 62-79. https://doi.org/10.6018/riite.533231
McNaughton, S., Rosedale, N., Jesson, R. N., Hoda, R. y Teng, L. S. (2018). How digital environments in schools might be used to boost social skills: Developing a conditional augmentation hypothesis. Computers & Education, 126, 311–323.
Owen, V. E., Roy, M. H., Thai, K. P., Burnett, V., Jacobs, D., Keylor, E. y Baker, R. S. (2019). Detecting Wheel-Spinning and Productive Persistence in Educational Games. International educational data mining society. https://files.eric.ed.gov/fulltext/ED599202.pdf
Ouzzani, M., Hammady, H., Fedorowicz, Z. y Elmagarmid, A. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic Reviews, 5(210). https://doi.org/10.1186/s13643-016-0384-4
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). Declaración PRISMA 2020: Una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., y Jaeggi, S. M. (2020). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners' numerical knowledge. Developmental science, 23(4), e12908. http://dx.doi.org/10.30831/akukeg.692165
Ryan, R. y Deci, E. L. (2000). La Teoría de la Autodeterminación y la Facilitación de la Motivación Intrínseca, el Desarrollo Social, y el Bienestar. American psychologist, 55(1), 68-78.
Sánchez-Meca, J. (2022). Revisiones sistemáticas y meta-análisis en Educación: Un tutorial. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, 13, 5-40. https://doi.org/10.6018/riite.545451
Schenke, K., Redman, E. J., Chung, G. K., Chang, S. M., Feng, T., Parks, C. B. y Roberts, J. D. (2020). Does “Measure Up!” measure up? Evaluation of an iPad app to teach preschoolers measurement concepts. Computers & Education, 146, 103749. https://doi.org/10.6018/riite.533231 10.1016/j.compedu.2019.103749
Skinner, B. F. (1953). Ciencia y conducta humana. Fondo de Cultura Económica.
Sun, L., Ruokamo, H., Kangas, M. y Siklander, P. (2022). Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics. International Journal of Game-Based Learning (IJGBL), 12(1), 1-16. http://0-dx-doi-org.llull.uib.es/10.4018/IJGBL.294012
Tan, C. W., Ling, L., Yu, P. D., Hang, C. N. y Wong, M. F. (2020, August). Mathematics Gamification in Mobile App Software for Personalized Learning at Scale. In 2020 IEEE Integrated STEM Education Conference (ISEC) (pp. 1-5). IEEE. https://doi.org/10.6018/riite.533231 10.1109/ISEC49744.2020.9397846
Thai, K. P., Bang, H. J., y Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 28-51. http://dx.doi.org/10.1080/19345747.2021.1969710
Thorndike E. L. (1931). Húifmn learning. Massachusetts: M.I.T. Press.
Zaranis, N. y Alexandraki, F. (2021). Game-Based Learning for Teaching Multiplication and Division to Kindergarten Students. In Smart Pedagogy of Game-based Learning (pp. 85-101). Springer, Cham. http://0-dx-doi-org.llull.uib.es/10.1007/978-3-030-76986-4_6
Zito, L., Cross, J. L., Brewer, B., Speer, S., Tasota, M., Hamner, E., Johnson, M., Lauwers, T. y Nourbakhsh, I. (2021). Leveraging tangible interfaces in primary school math: Pilot testing of the Owlet math program. International Journal of Child-Computer Interaction, 27, 100222. http://0-dx-doi-org.llull.uib.es/10.1016/j.ijcci.2020.100222
Zualkernan, I. A., Aloul, F., Algebail, E., El Refaay, M., Ali, A. y El Sabaa, O. (2020, July). Little Genius: An Experiment in Internet of Tangible Learning Things. In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 69-71). IEEE. https://doi.org/10.6018/riite.533231 10.1109/ICALT49669.2020.00028
Copyright (c) 2023 Claudia Raquel Screpnik, Javier Cabrera Mejia , Francisca Negre Bennasar, Jesús Salinas Ibáñez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
