The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability

Oskar Ku, Sherry Y. Chen, Denise H. Wu, Andrew C.C. Lao, Tak Wai Chan

Research output: Contribution to journalArticlepeer-review

57 Scopus citations

Abstract

Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In addition, this study also investigated whether GBL is beneficial to all students with various abilities. The results demonstrated that this approach yielded better outcomes than the paper-based setting in both students' confidence and students' performance. The students with high and low levels of ability in the GBL group gained a significant improvement on the confidence toward mathematics. Additionally, low-ability students in the GBL group attained better mathematics performance than those in the paper-based setting.

Original languageEnglish
Pages (from-to)65-78
Number of pages14
JournalEducational Technology and Society
Volume17
Issue number3
StatePublished - 2014

Keywords

  • Ability
  • Confidence
  • Game-based learning
  • Mathematics
  • Performance

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