Gamification in Mathematics: Students’ Perceptions in Learning Perimeter and Area

Authors

  • Fatini Zakirah Zaharin Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Nor Suriya Abd Karim Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Nur Hamiza Adenan Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Noor Wahida Md Junus Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Rawdah Adawiyah Tarmizi Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Nor Zila Abd Hamid Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Latifah Abd Latib Department of Communication, Faculty of Communication, Visual Arts and Computing, Universiti Selangor, Bestari Jaya, Selangor

DOI:

https://doi.org/10.37134/jpsmm.vol11.sp.7.2021

Keywords:

gamification, teaching mathematics, perimeter and area

Abstract

A quantitative survey involving 60 students in Form Two using purposive sampling technique has carried out to investigate student’s perceptions in the aspects of acceptance, interest and soft skills in learning Perimeter and Area towards the implementation of gamification in learning Mathematics. The questionnaires were administered to the respondents after conducting a learning session using gamification on them. Data obtained were analysed descriptively and represented by frequency, percentage, mean score and standard deviation. The findings of this study showed that students’ acceptance, interest and soft skills incurred are high.  These findings reflect that students’ acceptance of gamification in learning perimeter and area high and thus can help educators in diversifying teaching techniques and approaches to attract students in learning.

Downloads

Download data is not yet available.

References

Ada, T. & Kurtulus, A. (2010). Students' misconceptions and errors in transformation geometry. International Journal of Mathematical Education, 41(7), 901-909

Afari, E., Aldridge, J. M., Fraser, B. J. & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classroom. Learning Environ Res, 16, 131 – 150.

Arshad, M. N., Atan, N. A., Abdullh, A. H., Abu, M. S. & Mokhtar, M. (2017). Improving the reasoning skills of students to overcome learning difficulties in Additional Mathematics: A review. Journal of Science and Mathematics Letter, 5, 28 – 35.

Benzehaf, B. (2017). Exploring teachers’ assessment practices and skils. International Journal of Assessment Tools in Education, 4(1), 1 – 18.

Brown, D. J., Ley, J. Evett, L. & Standen, P. (2011, Nov. 16 - 18). Can participating in games based learning improve Mathematics skills in students with intellectual abilities? [Conference session]. 2011 IEEE 1st International Conference on Serious Games and Applications for Health (SeGAH), Braga, Portugal. DOI: 10.1109/SeGAH.2011.6165461

Carle, S. M. (1993). Student-held misconceptions regarding area and perimeter of rectangles. Critical and Creative Thinking Capstones Collection. Paper 46.

Chappell, M. F. & Thompson, D. R. (1999). Take time for action: Perimeter or area? Which measure is it?. Mathematics Teaching in the Middle School, 5, 20 – 23.

Deterding, S., Khaled, R., Nacke, L. E. & Dixon, D. (2011). Gamification: Toward a definition. In CHI 2011 Gamification Workshop Proceedings, Vancouver, BC, Canada.

Dichev, C. & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14 (9), 1 – 36

Dickson, L. (1989). Area of a rectangle. In Johnson, D. (Ed.), Children’s mathematical frameworks: A study of classroom teaching (pp. 76–88). Berkshire: NFER-Nelson.

Eow, Y. L., Ali, W. Z. B. W., Mahmud, R. B. & Baki, R. (2010). Computer games development and appreciative learning approach in enhancing students’ creative perception. Computers and Education, 54(1), 146-161.

Faghihi, U., Brautigam, A., Jorgenson, K., Martin, D., Brown, A., Measures, E., & Maldonado-Bouchard, S. (2014). How gamification applies for educational purpose specially with college algebra. Procedia Computer Science, 41, 182–187.

Gauteng Institute for Curriculum Development (1999). Mathematical Literacy, Mathematics and Mathematical Sciences draft progress map. Johannesburg: Gauteng Department of Education.

Gal, H. & Linchevski, L. (2010). To see or not to see: Analyzing difficulties in geometry from the perspective of visual perception. Educational Studies in Mathematics, 74(2), 163-183

Gogal, K., Heuett, W. & Jaber, D. (2017). CHEMCompete: An organic chemistry card game to differentiate between substitution and elimination reactions of alkyl halides. Journal of Chemical Education, 94(9), 1276 - 1279.

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H. & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from randomized controlled trial of Quality Teaching Round. Teaching and Teacher Education, 68, 99 – 113.

Huang, H. M. E. & Witz, K. G. (2013). Children’s conceptions of area measurement and their strategies for solving area measurement problems. Journal of Curriculum and Teaching, 2(1), 10 – 26.

Hwang, G., Hung, C. & Chen, N. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Education Tech Research Dev, 62, 129-145.

Jamaludin Ahmad. (2002). Kesahan, kebolehpercayaan dan keberkesanan modul program maju diri ke atas motivasi pencapaian di kalangan pelajar sekolah menengah negeri Selangor. Serdang: Universiti Putra Malaysia.

Kapp, K. M., Blair, L. & Mesch, R. (2014). The gamification of learning and instruction fieldbook. John Wiley & Son Inc.: San Francisco.

Kozulin, A. & Kazaz, S. (2017). Developing the concept of perimeter and area in student with learning disabilities. Eur. J. Psychol. Educ., 32, 353 – 366.

Larnell, G. V., Bullock, E. C. & Jett, C. C. (2016). Rethinking teaching and learning Mathematics for social justice from a critical race perspective. The Journal of Education. 196(1), 19 – 29.

Larson, L. C. & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.

Lau, G. L. (2012). Kesan penggunaan kaedah bermain sambil belajar dalam proses pembelajaran Sains Tahun Empat. Jurnal Penyelidikan Tindakan IPG KBL, 6, 195 – 209.

Leonard, M. K., Tipps, S. & Johnson, A. (2008). Guiding Children’s Learning of Mathematics. 7th Ed. Thomson Wadsworth: USA.

Lim, C. H. (2007). Penyelidikan pendidikan: Pendekatan kuantitatif dan kualitatif. Selangor: McGraw-Hill.

Liu, M., Rosenblum, J. A., Horton, L. & Kang, J. (2014). Designing science learning with game-based approaches. Computers in the Schools, 31(1), 84-102.

Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28 (4), 464 - 481.

Machaba, F. M. (2016). The concepts of area and perimeter: Insights and misconceptions of Grade 10 learners. Pythagoras, 37(1), a304.

Morris, B. J., Croker, S., Zimmerman, C., Gill, D. & Romig, C. (2013). Gaming science: The “Gamification” of scentific thinking. Frontiers in Psychology, 4, 1-16.

Moyer-Packenham, P.S. (2001). Using representations to explore perimeter and area. Teaching Children Mathematics, 2001, 52 – 59.

Moyer-Packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E. K., Roxburgh, A. L., Shumway, J. F., Speed, E., Covington, B., Hartmann, C., Clarke-Midura, J., Skaria, J., Westenskow, A., MacDonald, B., Symanzik, J., & Jordan, K. (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316–332.

Nicholson, S. (2012). A User-Centered Theoretical Framework for Meaningful Gamification. Proceedings GLS 8.0. Madison. https://www.semanticscholar.org/paper/A-User-Centered-Theoretical-Framework-for-Nicholson/df1315c007ecebb6d195e0844df4aa41b820a699

Qian, M. & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behaviours, 63, 50 – 58.

Reinke, K. S. (1997). Area and Perimeter: Preservice Teachers’ Confusion. School Science and Mathematics, 97(2), 75–77.

Sayed Yusoff S. H, Tan, W. H. & Muhammad Zaffwan Idris. (2014). Digital game-based learning for remedial Mathematics students: A new teaching and learning approach in Malaysia. International Journal of Multimedia and Ubiquitous Engineering, (11), 325 - 338.

Sidek Mohd. Noah & Jamaludin Ahmad. (2005). Pembinaan modul. Bagaimana membina modul latihan dan modul akademik. Serdang: Universiti Putra Malaysia

Simons, M., Coetzee, S., Baeten, M. & Schumulian, A. (2020). Measuring learners’ perceptions of team-taught learning environment: development and validation of the learners’ team teaching perceptions questionnaire (LTTPQ). Learning Environments Research. 23, 45 – 58.

Sisman, G. T. & Aksu, M. (2016). A study on sixth grade students’ misconceptions and errors in spatial measurement: length, area and volume. Int. J. of Sci. and math. Educ. 14, 1293 – 1319.

Stanislav, V. (2013). Online Problems for Mathematics and Computer Science Education [Unpublished Bachelor Thesis]. Universitas Masarykiana.

Tosuncuoglu, I. (2017). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163 - 167.

Tuckman, B. W. & Waheed, M. A. (1981). Evaluating an individualized science programme for community college students. Journal of Research in Science Teaching, 18(6), 489-495.

Winarti, D. W., Amin, S. M., Lukito, A., & Van Gallen, F. (2012). Learning the Concept of Area and Perimeter by Exploring Their Relation. Indonesian Mathematical Society Journal on Mathematics Education, 3(1), 41–54.

Wong, S.L. & Wong, S. L. (2019). Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia. Research and Practice in Technology Enhanced Learning, 14 (21), 1-13.

Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lesson. The Internet and Higher Education, 33, 86 – 92.

Yu, R. & Singh, K. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. The Journal of Educational Research, 111 (1),

Zainudin A. B., Meor I. K., Megat A. Z. M. Z. & Mohd A. I. (2007). Kemahiran ICT guru pelatih Universiti Teknologi Malaysia. Prosiding Seminar Kebangsaan JPPG 2007. Seremban: Royal Adelphi.

Downloads

Published

2021-02-04

How to Cite

Zaharin, F. Z., Abd Karim, N. S., Adenan, N. H., Md Junus, N. W., Tarmizi, R. A., Abd Hamid, N. Z., & Abd Latib, L. (2021). Gamification in Mathematics: Students’ Perceptions in Learning Perimeter and Area. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11, 72–80. https://doi.org/10.37134/jpsmm.vol11.sp.7.2021