Abstract:

The purpose of this study was to evaluate the effect of using math game on learning environment scales. A group of 134 students of middle school, who were randomly divided in experimental and control groups, participated in this study. In this research, a mixed method approach was adopted. The analysis of covariance was used for the analysis of quantitative data along with observation and interview to evaluate the assumptions of the study. The result of the quantitative analysis indicated that playing math game increased one psychosocial features of the learning environment (teacher support), but there was no significant relationship between the game and other factors. Furthermore, the results of observation and interviews with students demonstrated the improvement of learning environment scales in the students of experiment group compared to the students of the control group.

Keywords:

Math game, Learning environment, Jeopardy, mixed-method.