University of Bahrain
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Teaching mathematics in game learning environment

Show simple item record Afari,Ernest 2018-07-31T08:08:06Z 2018-07-31T08:08:06Z 2012
dc.identifier.issn 2210-1438
dc.description.abstract The primary focus of this study was to investigate the impact of games activities in mathematics classes. The study incorporated a pre-post approach that involved surveys to assess students' perceptions of psychosocial features of the learning environment, academic efficacy and students' enjoyment of mathematics lessons. A sample of 90 students from three colleges in the United Arab Emirates participated in the study. After the initial collection of quantitative data, Jeopardy!-type games were introduced to 90 students over a six-week period. The findings suggest that, during exposure to games, students experienced an improvement in the three psychosocial features of the learning environment (teacher support, involvement and personal relevance) and also academic efficacy and enjoyment of mathematics lessons. The results of this study offer potential opportunities for mathematics educators to incorporate the use of mathematical games in the curriculum as a practical way to improve classroom environments and students' attitudes. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.source International Review of Contemporary Learning Research
dc.subject Attitudes
dc.subject learning environment
dc.subject what Is Happening In this Class? (WIHIC)
dc.subject jeopardy-type games
dc.subject United Arab Emirates.
dc.title Teaching mathematics in game learning environment en_US
dc.type Article en_US
dc.abbreviatedsourcetitle IRCLR

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