Enhancing Mathematical Understanding Through Serious Games: A Study on Fractions and Probability
Term
4. term
Education
Publication year
2025
Submitted on
2025-05-24
Pages
167
Abstract
Mathematics remains a persistent challenge for many students, often due to early misconceptions and abstract instructional methods. This thesis presents the design and evaluation of a serious game prototype to improve students’ understanding and retention of mathematical concepts; fractions and probability. Initial research involved gathering empirical insights from educators across multiple educational levels to identify key problem areas in mathematics. These insights formed the foundation for the game’s content and were supported by a comprehensive review of cognitive learning theories, multimedia learning principles, and serious game design methodologies. Developed using user-centered design principles, the game prototype was evaluated with a custom questionnaire, validated using Rasch modeling to estimate item difficulty and participant ability levels. A final test consisted of three sessions, with one participant per setup; control, one time, and multiple times. Quantitative data was analyzed using Rasch modeling and non-parametric statistical tests to measure understanding and retention. Qualitative feedback was collected through semi-structured interviews and thematically analyzed to capture participants’ experiences and perceptions. The results indicate that participants’ performance did not improve steadily between test attempts, but they expressed willingness to use it voluntarily, indicating its potential as a supportive tool in mathematics learning environments. Although the current version of the game prototype does not definitively enhance mathematical skills, the findings show potential for the game to become an effective supplementary learning tool with further development.
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