Abstract:

This study investigates the efficacy of computer games as tools to improve mathematics learning at universities and schools. Traditional methods of teaching mathematics often fail to engage students and foster a deep understanding of mathematical concepts. This research explores how computer games, designed with educational purposes in mind, can bridge this gap by providing an interactive and motivating learning environment.

We conducted a systematic review of the existing literature, along with a series of empirical studies involving students of various age groups and educational backgrounds. The findings suggest that computer games significantly improve mathematical skills, particularly in areas of problem solving, critical thinking, and spatial reasoning. Students using educational games demonstrated higher levels of engagement, better retention of mathematical concepts, and a more positive attitude toward mathematics compared to those taught using conventional methods.

Moreover, the adaptive nature of computer games allows for personalised learning experiences, catering to the individual pace and learning style of each student. This personalization further enhances the effectiveness of these tools in addressing diverse learning needs and overcoming barriers to understanding complex mathematical concepts.

However, it is common practice to provide students with educational games that are not integrated into the regular curriculum. This results in the games being used exclusively during leisure time. Thus, in the worst case, teachers only learn of deficits when it is already too late to compensate for them in an actual exam situation. The ‘Maths Raider’ game is an example of a learning package that has been designed to address this problem. It comprises a web platform for teachers, which allows them to track their students’ learning progress and address any deficiencies in a targeted manner.

The game currently addresses the basics of mathematics and combines knowledge transfer and retrieval and integrated minigames, some with time limits. The Unreal Engine® is used as the basis for implementation, as it is an industry-standard game engine. Maths Raider is currently a single-player game; in our view, a competition with fellow students makes little sense, especially in basic studies. Students are encouraged to do the tasks on paper. The results are entered using input fields specially developed for this purpose.

Tasks are selected from a pool, and the level of difficulty is adjusted based on the student's previous performance, allowing for an appropriate level of challenge to be presented.

After the implementation, which is scheduled to be completed around February 2025, we intend to conduct tests with first-year students to assess whether there is an increased affinity among learners for mathematics, which is otherwise often considered to be "particularly difficult".

Keywords:

e-learning, math education, game based learning, gamification.