The Impacts of Educational Games on Mathematics Learning of Student at Primary School in Australia

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Abstract

The paper shows the values of incorporating educational games to help learners improve their knowledge in mathematics. The research proceeds to review some of the relevant articles that provide enlightenment in this area. The literature review section majorly stresses on the idea that utilizing creative and technological games improve general performance and speed in the way learners handle their class work. A study 100 pupils from a primary school in an Australian city further reinstates the idea that employing games in the teaching of mathematics has significant effects. The findings of the study serve a motivating factor to learners, instructors, and investigators who acquire knowledge that being considerate of the games that one employs to advance how they handle tasks in mathematics has an important effect on the ultimate performance.

 

Key Words: Mathematics, Games, Educational, and Learners

 

 

 

 

 

 

 

 

 

 

The Impacts of Educational Games on Mathematics Learning of Student at Primary School in Australia

Introduction

Many accept that mathematics may not be very accessible when the teachers and learners fail to adopt the right ways of handling the subject. The study emphasizes the importance of utilizing educational games to advance how students perceive and handle tasks in math lessons. The report that relies on the information from various literary sources and an empirical study reveals that instructors can either take advantage of the technological advancement or can devise other games that do not require the application of technology to create games that may transform the teaching and learning of mathematics. The school management must be very supportive to achieve the dream which will certainly have a positive impact on the students’ performance. Instructors should settle on games that are easy to follow and which addresses the topics that are well-known to the pupils to avoid confusing the target group and to pass information with minimum challenges.

Research Context/Background

It is now apparent that many elementary school pupils struggle with achieving the basic skills in math. The National Assessment of Educational Progress in the U.S. shows that about 59% of learners in the fourth grade performed poorly and in a manner that does not match the level of proficiency in mathematical operations, and that only 8% of learners achieved the desired level (Zhang et al., 2015). A math education research further confirms that students at the primary school require more help to improve their skills in the area of study. A suggestive example is that less than 10% of pupils in grades one to six were in a position to solve the sum (8+4=?+5) appropriately (Zhang et al., 2015). Main and O’Roukre (2011) share a similar ideology that so much effort needs to be put in place to improve how learners comprehend mathematics. Main and O’Roukre (2011) make reference to the findings of the Review Panel of the National Numeracy Report which reveals that the state of mathematics in primary schools in Australia is in a critical state. The National Council of Teachers of Mathematics feels that “Technology is crucial in teaching and learning mathematics because it improves the ideas taught and boost students’ rate of acquisition” (Zhang et al., 2015). Many learning facilities in the last three years have developed and incorporated many forms of technological applications to help learners improve the way they handle math, and this is set to have a positive impact on the students’ general performance.

Mathematical games are now becoming popular with instructors as alternatives to the traditional types of repetitive practice. Bragg (2007) suggests that games can fire the learners’ motivation and interest because students enjoy challenge, competition, and fun. Many learning institutions in Australia, however, appear to experience some shortcomings in the application of games to help pupils acquire advanced skills in handling mathematical sums. One evident scenario is that a good number of educators seem to have little knowledge on the implication of games on students’ understanding of mathematical functions. Schuck (2016) blames the situation to the challenges that teacher education is facing in Australia and other parts of the globe. Schuck (2016) mentions that in Australia, lack of enough confident and competent instructors in mathematics, and the increasing numbers of out-of-field educators serve as a hindrance to adequate preparation by math teachers before commencing their services.

Research Problem

The research problem is that educators continue to debate on whether including educational games would help primary learners improve how they handle mathematics, or if the inclusion has no impact. The issue remains whether instructors would be able to settle on a game that would have the most beneficial effects

Research Aim

The chief purpose of conducting the research project is to evaluate and gauge the influence educational and practical games on student’s understanding of mathematics at the primary school level.

Research Questions

The key issue under investigation is what are the impacts of educational games on how students understand mathematics at the primary school level in Australian schools? The study, nevertheless, aspires to identify the types of educational games that can help learners to gain more insight in handling math, and to determine whether instructors can rely on games to improve mathematical lessons. The analysis further seeks to explore how the students who show weaknesses in the way they handle mathematics can apply appropriate games to advance their knowledge in the area of study.

The study would determine whether the inclusion of games have positive or negative implications on the general performance in the way students handle math. The report shall also gain primary data from a study group through qualitative and quantitative studies.

Literature Review

The use of games to teach mathematics is now easier because of the emergence of laptops and mobile phones that may serve as useful educational apparatus. Sung, Chang, and Liu (2016) support the use of computers and cell phones that have features that can improve the teaching and learning. The two state that such ways of learning do not only support the traditional lecture styles applied in education but also promote innovative teaching mechanisms such as exploratory learning that takes place outside the class, game-based learning, and cooperative learning. Sung, Chang, and Liu (2016) proceed to mention that the devices having applications that help learners to get information on a broad range of topics will not only facilitate the mastering of subject content but will also improve problem-solving, communication, creativity and skills that may help learners to become better performers in mathematics. Instructors, nevertheless, should be very keen when they retrieve games from such devices, or when they allow learners to play games that would enforce their comprehension on the subject to avoid a scenario where the students participate in non-constructive games that may have little impact on how they handle mathematical operations. It is evident that the literature by Sung, Chang, and Liu is relevant and helpful in the research because it provides information that matches with the area of investigation. The research primarily informs about the benefits of using computers and mobile phones to acquire games that would be beneficial in learning the subject.

Using games as an instructor in charge of teaching mathematics increases the students’ chances of gaining speed and becoming more accurate in their actions. Main and O’Roukre (2011) finds a study that compares the use of handled game consoles (HGCs) with the traditional forms that the trainees who incorporate HGCs in the process of learning mathematics gain speed and accuracy in the way they handle their class work and assignments. The authors argue that despite the expanding appreciation of the application of ICT in learning facilities, until recently, the use of games technology was viewed as being counterproductive for school-going children. One of the key reasons for this is that most schools could not match the level of ICT the children experience at home, a scenario that led to frustrations and disappointment among teachers and learners (Main & O’Roukre, 2011).  The situation only changed in the recent past when some institutions embedded the commercial off-the-shelf (COTS) into classroom activities, and which transformed how students engage their selves with the learning process. The most significant element of the article is that it emphasizes the implications of games on the accuracy and speed in the handling of mathematical calculations. The study paints the image that learners at the primary level who use technological games would be much faster and accurate in the way they tackle sums compared to students who do not get the opportunity to relate games to the subject.

The incorporation of games that can be helpful in solving mathematical problems in computers transforms how learners handle sums. Al-Azawi, Al-Faliti and Al-Blushi (2016) argue that the olden teaching methods are no longer effective because the students would not be in a position to think beyond what they read or learn in class. The use of computer games to enhance the learning of mathematics is suitable majorly because the system elicits interest to handle the subject (Kebritchi, Hirumi & Bai, 2010). The authors argue that computer games can make learning enjoyable for students, and may also provide the platform for students to think critically (Kebritchi, Hirumi & Bai, 2010). Students who use computers to aid the way they learn mathematics to gain insight on how to develop discussion that may be helpful in advancing one’s knowledge in the area of focus. Al-Azawi, Al-Faliti and Al-Blushi (2016) find that when instructors use games to teach mathematics, the performance is likely to become better because the development of the applications following sound learning principles, and because the games issue more participation for the learners. Al-Azawi, Al-Faliti and Al-Blushi (2016) further support the use of games to learn mathematics because they provide the opportunity to advance one’s personalized learning skills. The article is suitable for the study because it supports the idea that using games to teach and learn mathematics can increase performance.

Even though using games to learn mathematics prove to engage the learners and also emerge to be instructive, it is fundamental to consider the elements that are more valuable to students to avoid using games that may diverse attention. Garris, Ahlers and Driskell (2002) find that the instructors should be very selective when choosing the games that would suit learners because it emerges that some features may be misleading, especially when they do not directly pass information or hint on how to tackle a particular mathematical approach.  Garris, Ahlers and Driskell (2002), nevertheless, support the application of games in handling mathematics arguing that transformations now occur in the learning sector. The article is valuable for the research because it reminds on the importance of considering the possible shortcomings of employing technological applications. The publication is also handy for the research because it stresses on the values of harnessing the impact of games to realize the educational aspirations.

The emergence of technological applications has transformed how the teaching-learning processes take place. Zhang et al. (2015) inform that in the current times, many educational math apps are available which make it possible to acquire techniques on how to apply the various forms. Zhang et al. (2015) feel that the quick development of tablets in schools and households improves the users’ engagement when compared to laptops and desktops. The scholars have the feeling that tablets would be a suitable way of engaging the learners in games because they are portable, and because they can store power for longer. Zhang et al. (2015) give the example of an iPad that can store power for up to ten hours which make it possible to participate in games for long hours. In addition, iPads are suitable for primary school children because of their touch screen feature which makes it convenient to utilize the device as opposed to when using a mouse and a keyboard. The obvious feature that makes the article relevant to the study is that it backs the idea that the learning sector is fast changing due to the appearance of games that transform how learners acquire mathematical concepts.

The use of games in helping students improve their understanding of mathematics seems to generate positive and negative attitudes from diverse groups of users. Bragg (2007) finds that an institution would benefit from technological applications or other types of games when the instructors and the students believe that the methodology will transform how they handle their activities. Apart from encouraging teachers and the students to have a positive attitude towards the use of games in advancing mathematical knowledge, the persons in charge of the education process should understand that apart from serving as a form of entertainment, the games serve as vital tools of learning that may advance retention and attention (Drigas and Pappas, 2015). The articles by Bragg and Drigas and Pappas serve as essential part of the study because they issue information that supports the idea that positive thought and motivation would hasten the use of games to teach mathematics, an initiative that will ultimately impact on the outcome.

Describing the Perspectives of Similarities and Differences in Ideas and Themes, Comparing the Papers

The sources provide ideas and themes that appear to be similar in some way and which also take diverse courses. One of the similar features is that almost all the papers address how technological games may help to advance how learners at the primary level understand math. Virtually all the articles confirm that when teachers apply technological devices in the right manner. The second similar theme throughout the articles is that traditional forms of learning mathematics are not as effective as the technological games that are becoming rampant. The scholars agree that teachers need to switch the methodologies they use to embrace the modern forms. Readers, however, realize that the investigators seem to differ in the way they present the strengths and limitations of applying technological games in helping learn math. Whereas some sources fail to highlight about the weaknesses of using the modern forms, others provide clear information on the possible adversities that may occur when using technological games.

Research Methodology

Hypothesis

The hypothesis in the study is that the group of students that goes about the lessons with the use of games would record improvement in their performance while the learners who only use the traditional forms may fail to show impressive improvement during the period of the study.

Participants

The study includes 100 pupils in class four at a primary school in Melbourne. The group comprises of 55% girls and 45% boys whose age range from 8-7 years. The participants are selected randomly although each contributor must have the ability to speak and write in English. Each participant must also have the skills to use a simple computer application. The survey further includes six instructors who serve as helpers during the experiment. The instructors come from within the school to give them the chance to monitor how the exercise would influence their students’ outcome at the end.

Study Design

The study shall employ a mixed method where it acquires data using both qualitative and quantitative techniques. The qualitative type which is primarily exploratory is favorable in this instance because the technology gives investigators the chance to interact with the study group as they acquire data (Tewksbury, 2009). The method issues insight into the problem and helps to generate hypothesis or ideas for accomplishing a quantitative study. The other factor that pushes the investigators to use the qualitative design is that it provides the opportunity to utilize other forms of data collection which encompass focus groups or group discussions, observation, participation, and interviews (Swygart-Hobaugh, 2004). Applying discussions help to share information among the participants thereby making it easy to remember all points that could be easy to forget. The use of observation further makes the design more effective although the observer must have observational skills. The interviews are helpful in a qualitative study because they give the investigators the chance to know what the participants’ think or feel. Even though the qualitative design may appear simple to apply, the investigators must be very keen to avoid errors or inconveniencies. The second form (quantitative) is preferable in the study because it makes it easy to quantify the progress the participants make when comparing their entry knowledge and ultimate performance. The design that applies numerical data and this provides the chance to acquire detailed statistics about an issue. An investigator who chooses to use the quantitative method may have to present their findings using tables, charts, and graphs which provide a summary of the findings. The methodology, however, may require some level of skills because without adequate knowledge on how the strategy works, it may not be easy to develop the graphical presentations.

The study, nevertheless, disregards other forms of data collection that may not be very relevant in this scenario. The survey, for instance, does not rely on the systematic review which entails analyzing the information in literature reviews (Sale, Lohfeld & Brazil, 2002) because that would not issue first-hand information on whether the use of games is effective in achieving a better performance in mathematics. The method would only summarize what other scholars find and it would even be impossible to determine the validity of the findings. The study does not utilize the meta-analysis technique which involves acquiring data from various past investigations. The systematic review would be suitable in this case if the findings do not really have to come from the respondents, and when there is no need to understand the participants’ actions or change in behavior. The researchers believe that collecting and analyzing the data by their selves would confirm whether the findings by other scholars are correct or prone to errors.

The group shall divide into two sides with each having fifty members. The one hand comprises of individuals who would go a three months training in mathematics topics using a variety of games. The second group shall join in one class where they undergo similar questions but without the incorporation of any competition. Before taking part in the studies, the investigators will acquire the mathematics results for each participant from their math teachers which show performance for the last three assessments.

The researchers will utilize two major technological games to test whether the learners’ proficiency in the area of study will improve after the three months duration. The first game will make use of computers where the students will make use of twenty five machines to carry out the game. The group (fifty students) will break into two in such a way that two pupils share a single PC. The instructors who provide guidance through the study will issue every pair with an audio and visual CD, a headphone, a pen, and a sheet of paper. The two students who share a computer will take turns in listening to the audio CD which will mention a series of two digits and one digit multiplication and division sums and their answers. Each participant will also view the audio CD for utmost five minutes where they will see more two digits and one digit multiplication and division sums. Each student should look at the opposite side when the other takes turn to avoid seeing the visual CD. The task of the student would be to recall as many sums as possible and to state whether they viewed it on the visual source or listened at the audio production.

Besides taking five minutes to go through each of the CDs and looking the opposite side while the other party views the visual CD, the participants must adhere to other regulations that would determine how the game takes place. All the participants will have to maintain calm and order to avoid noise and confusion that could hurt the process. The instructor on their part will determine the winner based on the number of sums that a student can remember from the visual and audio recordings.

The second game involves a tablet where every participant takes a test and adds their final results to identify their ability to memorize mathematical functions. The tablet would provide the user with the option to choose the category that suits their desire. The major categories shall include memorizing mathematical topics, sums and their answers, and symbols (division, subtraction, addition, and multiplication). A learner would have to list as many elements as they can remember to have their results showing that they have a high memory. Anyone who memorizes must list them down in the shortest time possible and should click the submit button before the time runs out. Each student shall play three consecutive times after which the computer program shall carry out automatic addition and averaging to show the pupil’s general performance regarding remembering the items. The first part shall focus on memorizing the symbols; the second round shall require the player to memorize and list some mathematical topics, while the third round calls on the participant to describe the sums and the answers that they viewed from the display.  No one would have the permission to make a recording on other materials such a paper or their hands because this may appear as a form of rigging. After completing the game, the students may decide to store their findings in the tablet’s memory or may opt to delete all the information. The teacher, nevertheless, should encourage the students to keep their recordings make it possible to retrieve the information in future.

The teacher would make rounds to identify the student whose recordings show the highest mark and declare him or her the winner. The teacher shall have to consider the winner to be one who memorizes as many information as possible within the shortest time. The instructor or the party in charge of the game, in this case, may shower praises to the person who excels or may decide to offer a price as a way of encouraging the winner and the others who do not manage to score high marks.

The other group during the three months of the investigation does not use additional forms of learning the topics other than adhering to the conventional forms acquiring knowledge. Every day during the mathematics lessons the teacher provides all the instructions and the students take notes or carry out sums where necessary. The students may ask questions where necessary to acquire precise information about an area which seems to be quite unclear. The teacher in this class takes the largest role while the student serves as a listener.

All the 100 learners take part in a mathematical examination that tests the participants’ ability to respond to questions that fall under the topics of study. All the students come together at this point where they take an exam under the teachers’ surveillance. No one should copy the other’s work, and everybody must complete the assignment within the stipulated time.

The investigators further apply the quantitative analysis in the way they compare the students’ performance before and after the trial. The researchers use the reports they get from the instructors concerning the students’ performance in math in the last three exams and compare whether both groups record improvements or maintain their standards. The surveyors find from the quantitative analysis that the fulfillment of the learners who use the games record some improvement in their performance while the party that sticks to traditional means maintain their results. Even though a few manage to improve their outcome, the standard does not match that of the children who undergo teaching with the assistance of educational games.

Ethical Considerations

The researchers will take into account some ethical factors when completing the study. First, the team shall incorporate participants without considering their moral backgrounds to avoid creating an image that the investigators prefer a particular group to the other. Similarly, the study shall include both male and female participants in the research to ensure that gender equality prevails. In addition, the investigators will use kind language when addressing the members to avoid hurting some people. The use of harsh criticism may lower the interest to take part in the investigations, and this may harm the process of gathering data. Finally, the group in charge of the process will offer assistance to people who encounter hardships in responding to the questions. The support will make it easy for anyone to complete the exercise without significant hurdles. The investigating team works under the guidance of the ethical values to avoid completing an activity that is biased, or which does not take the interest of all parties into consideration.

Research Contributions and Outcomes

The study confirms that students who use mathematical technological games to aid their learning processes achieve better performance in an examination compared to the learners who only use the traditional forms of learning. The investigation shows that a majority of the students who played the two games using computers and ipads encountered little hardships tackling the sums because they could easily remember what they learned. Even before and during the examination, the testers would realize that the group that performed the games will be less stressful when approaching the exercise and would eager to carry out the test to show much they are conversant with the tasks. The investigators would note that among majority of people who complete the assignment as the first lot will have undergone through the class that utilizes games to boost memory and performance. The performance after the marking process is over would further emphasize that using games is helpful, judging from the fulfillment of the learners who will go through the different forms of learning.

The study serves several purposes that learners, instructors, and investigators can emulate to achieve a satisfying outcome in their undertakings. The activity confirms the hypothesis that the use of games to teach mathematics at the primary level is fruitful and worth applying. The learners, in this case, acquire the knowledge that the games aid they way they memorize and also develop the interest to handle mathematical challenges, and these will ultimately improve the students’ performance. The teachers on their side acquire the lesson that it is essential to apply constructive technological games that would transform how the students approach mathematics. The teachers learn that it fundamental to come up with games that are easy to follow, and which are not likely to cause any confusion among the primary school children. Settling on a game that appears confusing may not be very helpful because the young learners may not quickly acquire the skills necessary to advance the learning process. Finally, the investigators in this area of research confirm that games that use technology help children at the primary school level to develop in the way they handle mathematics. The researchers in this field acquire the knowledge that the students must relate to the game to record the impressive outcome. All the sides, therefore, must approach the games with a positive attitude to record the desired result.

The experiment further confirms that instructors can rely on different games to advance how students acquire instructions in mathematics. The analysis shows that when exposed to games that vary in nature but rely on technology, pupils at the primary level gain the ability to perform tasks with minimum intervention, and also develop the desire to take part in mathematics classes. Teachers would have an easier task when the trainees have the ability to perform tasks on their own and would find the teaching process more attractive when the learners have the desire to learn. The research is a motivation to school leaders at the primary level to identify and implement games that would help teachers and the students to gain more skills in mathematical operations. Learning institutions that still contemplate about introducing games should hasten the decision though it may be important to conduct investigations first to identify the exercises that may be beneficial to the children, and which may not cost the organization so much money that may lead it to financial constraints.

Possible Limitations

It is important to highlight some of the shortcomings that the investigators and the participants may experience in the course of completing the exercise. One of the possible limitations is that some students may not be willing to participate in the program and this may force the investigators and the instructors to push them around. Dealing with individuals who are not prepared to go about the activities in the desired manner may result in wastage of time, and may even demoralize the ones who have the interest to partake in the undertaking. The instructors should inform the participants about the values of taking part in the study to increase the desire to participate. The second likely shortcoming is that by exposing some students to the educational games and secluding the others, one group shall become more enlightened while the other side may lack the knowledge. The disparity may have a long-lasting impact because, after the completion of the survey, both groups would not be at the same level in the way they handle their mathematical assignments and class work as it happened before the completion of the practice. The investigators and the teachers should do everything within their means to prevent the limitations that may have adverse effects on the nature of the experiment

Suggestions for Future Research

Future investigators should consider several factors to make their studies more educative and productive. The future researchers may decide to enquire about the effectiveness of new games that may enter the market in the coming years. The investigators may opt to explain the benefits and the shortcomings of these games and compare their effectiveness with the ones identified in the past. Future investigators may offer insight on how educators can come up with games that suit the learners. The game should be relevant to the topic under investigation and must be easy to understand depending on the level of the trainees. Furthermore, future investigators should determine whether more primary schools would embrace the use of games to transform how students reason or approach the mathematical lessons, or whether many schools will continue to apply the traditional forms of passing information. The investigators may decide to find out what would push more schools to embrace games or identify why many institutions may still hesitate to adopt games that work well with other learning facilities. Finally, future investigators may decide to find out the possible future challenges that may hinder learning institutions from utilizing appropriate games to advance the learners’ knowledge in mathematics, and may also issue solutions that they believe will be helpful. The investigators, for instance, may find out how financial constraints may affect the utilization of technological games and provide ways of getting out of the hardship. Similarly, the investigators may highlight on how lack of adequate training among teachers may affect the process of using games to help learn mathematics.

Conclusion

The study proofs beyond doubt that the incorporation of games to aid the teaching and learning of mathematics at the primary school level would enhance performance at the schools in Australia. The research brings out the idea that to achieve the wanted results, the parties that take charge of the teaching process must identify the technological games that appear educational, and which may not cause any form of unnecessary addictions. Instructors who introduce their students to games at an early stage would realize that the students gain more interest in their class work, and also find it easy to memorize what they learn in class. Teachers would also understand that using games improves the learners’ accuracy and speed, and also make them think critically. Every school management should take it upon their selves to identify and implement educational games that prove to be workable. Finally, school teachers and administrations should settle on technological games that address the topics that the pupils can easily handle or comprehend. Otherwise, the school management should seek external assistance in case of any obstacles makes it difficult to execute the exercise.

 

 

 

 

 

 

 

 

 

 

References

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