Research Article
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Year 2021, Volume 4, Issue 2, 115 - 136, 31.05.2021
https://doi.org/10.31681/jetol.888096

Abstract

References

  • Adolphus, T. (2011). Problems of teaching and learning of geometry in secondary schools in Rivers State, Nigeria. International Journal of Emerging Sciences, 1(2), 143-152.
  • Bartolini Bussi, M. G., & Baccaglini-Frank, A. (2015). Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles. ZDM, 47(3), 391-405.
  • Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 118-147.
  • Bozkurt, A., & Göksel, N. (2018). Technology renovates itself: Key concepts on intelligent personal assistants (IPAs). In Proceedings of 10th International Conference on Education and New Learning Technologies Conference, Palma, Spain (pp. 2-4).
  • Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning Geometry: early foundations. Quadrante, 27(2), 7-31.
  • Crossley, N., Bellotti, E., Edwards, G., Everett, M. G., Koskinen, J., & Tranmer, M. (2015). Social network analysis for ego-nets: Social network analysis for actor-centred networks. Sage.
  • Cunha, G. C. A., Barraqui, L. P., & 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.
  • Denyer, D., & Tranfield, D. (2009). Producing a systematic review. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (p. 671–689). Sage Publications Ltd.
  • de Sousa Borges, S., Durelli, V. H., Reis, H. M., & Isotani, S. (2014). A systematic mapping on gamification applied to education. In Proceedings of the 29th annual ACM symposium on applied computing (pp. 216-222).
  • Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(4), 14-17.
  • Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428).
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3).
  • Dubinsky, E., & Wilson, R. T. (2013). High school students’ understanding of the function concept. The Journal of Mathematical Behavior, 32(1), 83-101.
  • Faiella, F., & Ricciardi, M. (2015). Gamification and learning: a review of issues and research. Journal of e-Learning and Knowledge Society, 11(3).
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee.
  • Hanks, P. (2013). Lexical analysis: Norms and exploitations. Mit Press.
  • Huizinga, J. (1955). Homo Ludens: A Study of the Play Element in Culture. Boston: The Beacon Press.
  • Huotari, K., & Hamari, J. (2017). A definition for gamification: Anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21–31.
  • Johnstone, B. (2018). Discourse analysis. John Wiley & Sons.c mapping. scientometrics, 84(2), 523-538.
  • Jagušt, T., Botički, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners' math learning. Computers & education, 125, 444-457.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  • Kim, A. J. (2011). “Smart Gamification: Seven Core Concepts for Creating Compelling Experiences.” Retrieved from: http://www.youtube.com/watch?v=F4YP-hGZTuA.
  • Kaya, D., & Keşan, C. (2014). İlköğretim seviyesindeki öğrenciler için cebirsel düşünme ve cebirsel muhakeme becerisinin önemi [ the importance of the algebraic thinking and algebraic reasoning skills for primary school students]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 3(2).
  • Koçak, M., & Soylu, Y. (2018). Matematik öğretmeni adaylarının yüzey alan ve hacim konusunda öğretim strateji bilgilerinin incelenmesi [investigate of prospective mathematics teachers' teaching strategy knowledge in the context of the surface area and volume]. International Journal of Educational Studies in Mathematics, 5(3), 78-97.
  • Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188.
  • Lakoff, G., & Núñez, R. (2000). Where mathematics comes from (Vol. 6). New York: Basic Books.
  • Lameras, P., & Moumoutzis, N. (2015, November). Towards the gamification of inquiry-based flipped teaching of mathematics a conceptual analysis and framework. In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 343-347). IEEE.
  • Landis, J.R., ve Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, pp. 159- 174.
  • Marin, A., &Wellman, B. (2011) Social network analysis: An introduction. In: Scott J and Carrington PJ (eds) Sage Handbook of Social Network Analysis. Thousand Oaks, CA: Sage, pp. 11–25.
  • Marczewski, A. (2013). Gamification: A Simple Introduction & A Bit More-Tips, advice and thoughts on gamification: self-published by Andrzej Marczewski.
  • Marczewski, A. (2019). Analogue vs digital gamification. Retrieved from https://www.gamified.uk/2019/04/26/analogue-vs-digital-gamification/ Last accessed 30 December 2019.
  • Martí‐Parreño, J., Méndez‐Ibáñez, E., & Alonso‐Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of computer assisted learning, 32(6), 663-676.
  • MoNE (2018). Matematik dersi öğretim programı ilkokul ve ortaokul 1-8. sınıflar [mathematics education programs for primary and middle school grades 1-8]. Turkish Head Council of Education and Morality, Ankara.
  • Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
  • Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: a review of literature. In International conference on hci in business (pp. 401-409). Springer, Cham.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, Va.: NCTM.
  • Ortiz Rojas, M. E., Chiluiza, K., & Valcke, M. (2016). Gamification in higher education and stem: A systematic review of literature. In 8th International Conference on Education and New Learning Technologies (EDULEARN) (pp. 6548-6558). Iated-int Assoc Technology Education A& Development.
  • Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
  • Riverra, J. & Van der Meulen, R. (2014). Gartner’s 2014 hype cycle for emerging technologies maps the journey to digital business. Gartner, Stamford USA. Retrieved from https://www.gartner.com/en/documents/2809728/hype-cycle-for-emerging-technologies-2014
  • Rusinowska, A., Berghammer, R., De Swart, H., & Grabisch, M. (2011, May). Social networks: prestige, centrality, and influence. In International Conference on Relational and Algebraic Methods in Computer Science (pp. 22-39). Springer, Berlin, Heidelberg.
  • Tatar, E., & Dikici, R. (2008). Matematik eğitiminde öğrenme güçlükleri [learning difficulties in mathematics education]. Mustafa Kemal Journal of University Social Sciences Institute, 5(9), 183-193.
  • Toda, A. M., do Carmo, R. S., Mesquita, M. A., da Silva, A. L., & Brancher, J. D. (2014). A gamified online system to aid in math lessons of junior and middle high students. In 2014 IEEE International Conference on Computer and Information Technology (pp. 616-621). IEEE.
  • Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523-538.
  • Van Klaveren, C., & De Wolf, I. (2015). Systematic reviews in education research: when do effect studies provide evidence. Contemporary economic perspectives in Education, 11-34.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
  • Widodo, S., & Rahayu, P. (2019). Analysis of elementary school students’ mastery in math instruction based on arithmetic gamification. In Journal of Physics: Conference Series (Vol. 1157, No. 4, p. 042112). IOP Publishing.
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc

An exploratory holistic analysis of digital gamification in mathematics education

Year 2021, Volume 4, Issue 2, 115 - 136, 31.05.2021
https://doi.org/10.31681/jetol.888096

Abstract

This paper presents an explorative holistic analysis of digitally-constructed gamification processes in mathematics education. The main aim of this study is to identify the key-issues, intentions and trends by examining peer-reviewed publications using a combination of social network analysis (SNA), computerized lexical analysis and content analysis. Research findings indicate that there is a growing trend in gamification in mathematics education (GIME) research. GIME is mostly employed in primary school level. It was also found that, numbers is the most gamified math topic. Another research finding reveals that the researchers mostly use gamification to improve mathematical problem-solving, math achievement and math performance apart from the motivation and engagement. According to SNA findings, the most strategic terms in GIME research are as follows; geometry, fractions, mobile-learning, gender-studies, human-computer interaction, intelligent tutoring systems and tangible user-interfaces. GIME research is mostly influenced by USA and Brazil hence, the developing countries have an increasing interest in GIME research. Finally, findings on general research discourse implies that the general discourse among the sampled papers is positive. The findings obtained in this study may be useful to improve mathematics education by mapping a research agenda for researchers and educators with the exploration of potentials of GIME research.

References

  • Adolphus, T. (2011). Problems of teaching and learning of geometry in secondary schools in Rivers State, Nigeria. International Journal of Emerging Sciences, 1(2), 143-152.
  • Bartolini Bussi, M. G., & Baccaglini-Frank, A. (2015). Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles. ZDM, 47(3), 391-405.
  • Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 118-147.
  • Bozkurt, A., & Göksel, N. (2018). Technology renovates itself: Key concepts on intelligent personal assistants (IPAs). In Proceedings of 10th International Conference on Education and New Learning Technologies Conference, Palma, Spain (pp. 2-4).
  • Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning Geometry: early foundations. Quadrante, 27(2), 7-31.
  • Crossley, N., Bellotti, E., Edwards, G., Everett, M. G., Koskinen, J., & Tranmer, M. (2015). Social network analysis for ego-nets: Social network analysis for actor-centred networks. Sage.
  • Cunha, G. C. A., Barraqui, L. P., & 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.
  • Denyer, D., & Tranfield, D. (2009). Producing a systematic review. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (p. 671–689). Sage Publications Ltd.
  • de Sousa Borges, S., Durelli, V. H., Reis, H. M., & Isotani, S. (2014). A systematic mapping on gamification applied to education. In Proceedings of the 29th annual ACM symposium on applied computing (pp. 216-222).
  • Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(4), 14-17.
  • Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428).
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3).
  • Dubinsky, E., & Wilson, R. T. (2013). High school students’ understanding of the function concept. The Journal of Mathematical Behavior, 32(1), 83-101.
  • Faiella, F., & Ricciardi, M. (2015). Gamification and learning: a review of issues and research. Journal of e-Learning and Knowledge Society, 11(3).
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee.
  • Hanks, P. (2013). Lexical analysis: Norms and exploitations. Mit Press.
  • Huizinga, J. (1955). Homo Ludens: A Study of the Play Element in Culture. Boston: The Beacon Press.
  • Huotari, K., & Hamari, J. (2017). A definition for gamification: Anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21–31.
  • Johnstone, B. (2018). Discourse analysis. John Wiley & Sons.c mapping. scientometrics, 84(2), 523-538.
  • Jagušt, T., Botički, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners' math learning. Computers & education, 125, 444-457.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  • Kim, A. J. (2011). “Smart Gamification: Seven Core Concepts for Creating Compelling Experiences.” Retrieved from: http://www.youtube.com/watch?v=F4YP-hGZTuA.
  • Kaya, D., & Keşan, C. (2014). İlköğretim seviyesindeki öğrenciler için cebirsel düşünme ve cebirsel muhakeme becerisinin önemi [ the importance of the algebraic thinking and algebraic reasoning skills for primary school students]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 3(2).
  • Koçak, M., & Soylu, Y. (2018). Matematik öğretmeni adaylarının yüzey alan ve hacim konusunda öğretim strateji bilgilerinin incelenmesi [investigate of prospective mathematics teachers' teaching strategy knowledge in the context of the surface area and volume]. International Journal of Educational Studies in Mathematics, 5(3), 78-97.
  • Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188.
  • Lakoff, G., & Núñez, R. (2000). Where mathematics comes from (Vol. 6). New York: Basic Books.
  • Lameras, P., & Moumoutzis, N. (2015, November). Towards the gamification of inquiry-based flipped teaching of mathematics a conceptual analysis and framework. In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 343-347). IEEE.
  • Landis, J.R., ve Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, pp. 159- 174.
  • Marin, A., &Wellman, B. (2011) Social network analysis: An introduction. In: Scott J and Carrington PJ (eds) Sage Handbook of Social Network Analysis. Thousand Oaks, CA: Sage, pp. 11–25.
  • Marczewski, A. (2013). Gamification: A Simple Introduction & A Bit More-Tips, advice and thoughts on gamification: self-published by Andrzej Marczewski.
  • Marczewski, A. (2019). Analogue vs digital gamification. Retrieved from https://www.gamified.uk/2019/04/26/analogue-vs-digital-gamification/ Last accessed 30 December 2019.
  • Martí‐Parreño, J., Méndez‐Ibáñez, E., & Alonso‐Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of computer assisted learning, 32(6), 663-676.
  • MoNE (2018). Matematik dersi öğretim programı ilkokul ve ortaokul 1-8. sınıflar [mathematics education programs for primary and middle school grades 1-8]. Turkish Head Council of Education and Morality, Ankara.
  • Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
  • Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: a review of literature. In International conference on hci in business (pp. 401-409). Springer, Cham.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, Va.: NCTM.
  • Ortiz Rojas, M. E., Chiluiza, K., & Valcke, M. (2016). Gamification in higher education and stem: A systematic review of literature. In 8th International Conference on Education and New Learning Technologies (EDULEARN) (pp. 6548-6558). Iated-int Assoc Technology Education A& Development.
  • Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
  • Riverra, J. & Van der Meulen, R. (2014). Gartner’s 2014 hype cycle for emerging technologies maps the journey to digital business. Gartner, Stamford USA. Retrieved from https://www.gartner.com/en/documents/2809728/hype-cycle-for-emerging-technologies-2014
  • Rusinowska, A., Berghammer, R., De Swart, H., & Grabisch, M. (2011, May). Social networks: prestige, centrality, and influence. In International Conference on Relational and Algebraic Methods in Computer Science (pp. 22-39). Springer, Berlin, Heidelberg.
  • Tatar, E., & Dikici, R. (2008). Matematik eğitiminde öğrenme güçlükleri [learning difficulties in mathematics education]. Mustafa Kemal Journal of University Social Sciences Institute, 5(9), 183-193.
  • Toda, A. M., do Carmo, R. S., Mesquita, M. A., da Silva, A. L., & Brancher, J. D. (2014). A gamified online system to aid in math lessons of junior and middle high students. In 2014 IEEE International Conference on Computer and Information Technology (pp. 616-621). IEEE.
  • Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523-538.
  • Van Klaveren, C., & De Wolf, I. (2015). Systematic reviews in education research: when do effect studies provide evidence. Contemporary economic perspectives in Education, 11-34.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
  • Widodo, S., & Rahayu, P. (2019). Analysis of elementary school students’ mastery in math instruction based on arithmetic gamification. In Journal of Physics: Conference Series (Vol. 1157, No. 4, p. 042112). IOP Publishing.
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Articles
Authors

Katibe Gizem YIĞ
MEHMET AKIF ERSOY UNIVERSITY
0000-0001-5783-3861
Türkiye


Sezan SEZGİN (Primary Author)
Mehmet Akif Ersoy University
0000-0002-0878-591X
Türkiye

Publication Date May 31, 2021
Published in Issue Year 2021, Volume 4, Issue 2

Cite

APA Yığ, K. G. & Sezgin, S. (2021). An exploratory holistic analysis of digital gamification in mathematics education . Journal of Educational Technology and Online Learning , 4 (2) , 115-136 . DOI: 10.31681/jetol.888096


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