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<p>Elementary education is the most essential part for a student to learn and build concepts that last for a lifetime. However, many young learners find it difficult to get a grasp on mathematics from the early stages themselves. To overcome the fear of mathematics in beginners’ minds, researchers have put forth a rather intriguing method called ‘game-based learning’ which provides an interactive and interesting environment to learn. However, different individuals may not have the same level of understanding of the same levels in the game. This research article proposes a novel framework that leverages a self-adaptive iterative gamification approach for both learning and assessment of elementary mathematics concepts. The framework is designed to dynamically adjust gamification elements based on students' learning progress and preferences, fostering personalized learning experiences. It employs iterative cycles of gamification design, implementation, evaluation, and adaptation to continuously refine and optimize the learning environment. The proposed framework is supported by a theoretical foundation rooted in educational psychology, game design principles, and adaptive learning theories. It aims to address the challenges associated with traditional approaches to teaching and assessing elementary mathematics by fostering active student participation, intrinsic motivation, and mastery-oriented learning behaviours. The effectiveness of the framework is evaluated through empirical studies conducted in real educational settings, involving 73 elementary school students divided into experimental and control groups. The results (t[71] = 6.1, <i>p</i> &lt; 0.01) indicated a substantial student satisfaction and improvement in the performance of the experimental group (F = 5.25, <i>p</i> &lt; 0.05), confirming that the adaptive game-based approach not only enhances learning outcomes but also boosts student engagement. The adaptive nature of the framework ensures that it can cater to diverse learning needs, making it a valuable asset for educators aiming to foster both academic achievement and intrinsic motivation among young learners. </p>

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Effects of Self-Adaptive Approach of Iterative Game Based Learning on Performance and Satisfaction of Elementary School Students in Mathematics: An Action Research Field Experiment

  • 期刊论文

  • 发表日期：

    2025年6月3日

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  • Manisha Pathania,
  • Chander Partap Singh,
  • Deepti Prit Kaur,
  • Archana Mantri

摘要

Elementary education is the most essential part for a student to learn and build concepts that last for a lifetime. However, many young learners find it difficult to get a grasp on mathematics from the early stages themselves. To overcome the fear of mathematics in beginners’ minds, researchers have put forth a rather intriguing method called ‘game-based learning’ which provides an interactive and interesting environment to learn. However, different individuals may not have the same level of understanding of the same levels in the game. This research article proposes a novel framework that leverages a self-adaptive iterative gamification approach for both learning and assessment of elementary mathematics concepts. The framework is designed to dynamically adjust gamification elements based on students' learning progress and preferences, fostering personalized learning experiences. It employs iterative cycles of gamification design, implementation, evaluation, and adaptation to continuously refine and optimize the learning environment. The proposed framework is supported by a theoretical foundation rooted in educational psychology, game design principles, and adaptive learning theories. It aims to address the challenges associated with traditional approaches to teaching and assessing elementary mathematics by fostering active student participation, intrinsic motivation, and mastery-oriented learning behaviours. The effectiveness of the framework is evaluated through empirical studies conducted in real educational settings, involving 73 elementary school students divided into experimental and control groups. The results (t[71] = 6.1, p < 0.01) indicated a substantial student satisfaction and improvement in the performance of the experimental group (F = 5.25, p < 0.05), confirming that the adaptive game-based approach not only enhances learning outcomes but also boosts student engagement. The adaptive nature of the framework ensures that it can cater to diverse learning needs, making it a valuable asset for educators aiming to foster both academic achievement and intrinsic motivation among young learners.