Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms
The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students’ perceptions of the learning environment and attitudes t...
| Main Authors: | , , |
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| Format: | Journal Article |
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Springer Netherlands
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/33765 |
| _version_ | 1848754037669756928 |
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| author | Afari, Ernest Aldridge, Jill Fraser, Barry |
| author_facet | Afari, Ernest Aldridge, Jill Fraser, Barry |
| author_sort | Afari, Ernest |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students’ perceptions of the learning environment and attitudes towards mathematics), interviews, observations of classes and narrative stories. A sample of 90 students from 3 tertiary-level institutions in Abu Dhabi participated in the study. In-depth qualitative data provided information about the introduction and use of games in mathematics. A narrative, based on classroom observations of students playing Jeopardy!-type mathematics games, provided insights into games in action in the classrooms. The data were analysed to examine students’ interactions during the games and to triangulate, clarify and explain students’ responses to the learning environment and attitude questionnaires. To examine pre–post differences in students perceptions of the learning environment and their attitudes, 2 questionnaires were administered to students before and after the introduction of games. Pre–post differences for 3 of the 6 learning environment scales (Teacher Support, Involvement, Personal Relevance) and both attitude scales (Enjoyment of Mathematics Lessons and Academic Efficacy scales) were statistically significant. Information obtained from interviews with students and teachers were used to explain the pre–post differences. |
| first_indexed | 2025-11-14T08:34:03Z |
| format | Journal Article |
| id | curtin-20.500.11937-33765 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:34:03Z |
| publishDate | 2012 |
| publisher | Springer Netherlands |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-337652017-09-13T15:32:48Z Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms Afari, Ernest Aldridge, Jill Fraser, Barry United Arab Emirates mathematics games narrative What Is Happening In this Class? (WIHIC) academic efficacy attitudes The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students’ perceptions of the learning environment and attitudes towards mathematics), interviews, observations of classes and narrative stories. A sample of 90 students from 3 tertiary-level institutions in Abu Dhabi participated in the study. In-depth qualitative data provided information about the introduction and use of games in mathematics. A narrative, based on classroom observations of students playing Jeopardy!-type mathematics games, provided insights into games in action in the classrooms. The data were analysed to examine students’ interactions during the games and to triangulate, clarify and explain students’ responses to the learning environment and attitude questionnaires. To examine pre–post differences in students perceptions of the learning environment and their attitudes, 2 questionnaires were administered to students before and after the introduction of games. Pre–post differences for 3 of the 6 learning environment scales (Teacher Support, Involvement, Personal Relevance) and both attitude scales (Enjoyment of Mathematics Lessons and Academic Efficacy scales) were statistically significant. Information obtained from interviews with students and teachers were used to explain the pre–post differences. 2012 Journal Article http://hdl.handle.net/20.500.11937/33765 10.1007/s10763-012-9340-5 Springer Netherlands restricted |
| spellingShingle | United Arab Emirates mathematics games narrative What Is Happening In this Class? (WIHIC) academic efficacy attitudes Afari, Ernest Aldridge, Jill Fraser, Barry Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms |
| title | Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms |
| title_full | Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms |
| title_fullStr | Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms |
| title_full_unstemmed | Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms |
| title_short | Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms |
| title_sort | effectiveness of using games in tertiary-level mathematics classrooms |
| topic | United Arab Emirates mathematics games narrative What Is Happening In this Class? (WIHIC) academic efficacy attitudes |
| url | http://hdl.handle.net/20.500.11937/33765 |