Game-Based Learning in Mathematics: Affecting Affective Domain
Keywords:
Game-based learning, Mathematics education, Affective domain, Emotional experiences, MotivationAbstract
This systematic review examines the impact of game-based learning (GBL) on the affective domain within mathematics education. Through the analysis of 57 relevant studies, the review synthesizes findings regarding the effects of GBL interventions on students' emotional experiences, attitudes, motivation, and engagement. The majority of studies reported positive influences of GBL on the affective domain, including increased motivation, engagement, enjoyment, and positive attitudes towards mathematics learning. However, a minority of studies reported mixed results, highlighting the presence of variability and complexity in the relationship between GBL interventions and affective outcomes. Factors such as inappropriate research instruments, shortcomings in game design, and specific conditions within study groups were identified as potential contributors to mixed affective responses among participants. Overall, this study underscores the potential of GBL as a promising approach for fostering positive affective experiences and promoting meaningful learning experiences in mathematics education. The findings provide valuable insights for educators, researchers, and policymakers seeking to leverage GBL to enhance motivation, engagement, and attitudes towards mathematics learning.
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