The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study

By Turgut, Sedat; Temur, Özlem Dogan | International Electronic Journal of Elementary Education, December 2017 | Go to article overview

The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study


Turgut, Sedat, Temur, Özlem Dogan, International Electronic Journal of Elementary Education


Introduction

It is the game itself which facilitates the child's interaction with the environment, completely opens the channels related to the communication. The teachers' use of games affects the perspectives of the children towards school and mathematics. The game has an important place in children's thinking on the numbers and initiating and maintaining mathematical communication (Trawick- Smith, Swaminathan, & Liu, 2016). The game improves oral communication, top-level social interaction skills, creative thinking skills, imaginary and divergent thinking skills and problem solving skills of the children (Wood & Attfield, 2005). It can be said that the game presents an environment to the children in which the communication process is practiced densely. From the social point of view, children's speaking, getting feedback to their questions in this process, communicating with their friends and teachers have importance in mathematics learning. The children comprehend the mathematical concepts before they use because mathematical thinking develops before language. Therefore, the proper use of mathematical words can help children to acquire the mathematical concepts. Using a clear and explanatory language during acquisition of mathematical knowledge and skills process of children is crucial (Presser, Clements, Ginsburg, & Ertle, 2015). The game can increase the effectiveness of teaching by generating a collaborative learning environment and creating discussion platforms. It also helps the students having less knowledge to improve their understanding (Ke, 2008).

In game process, the communication set by the children might increase their consciousness about mathematics. The more the variety of the scenarios and situations in educational environments are extended, the more the children gain consciousness about not only about their own but also the other children's mathematics. As long as the game based approaches are used in classrooms, the mathematical consciousness of children is expected to increase (Marcus, Perry, Dockett, & MacDonald, 2016). The students might not be relaxed if they perceive mathematics course as difficult. The game can change the students' perceptions that the mathematics is difficult and contribute them to feel relaxed in the course. The children can improve the informal mathematical knowledge they have acquired in game activities if they attend problem solving process (Brandth, 2013). It can be said that there is a relationship between the children's creating new structures with various materials during the game and their cognitive development. For instance, Wolfgang, Stannard, and Jones (2003) have stated that playing legos and making constructions with them improve cognitive development of children, moreover contribute learning the subjects requiring abstract thinking such as geometry, arithmetic, trigonometry in mathematics learning process.

With the development of the technology, the computer games have been involved in children's game world and the educators started using technology and technologyassisted games in learning process. Real life situations and experiences are learned in the best way in technology education. The students are able to both learn and maintain their learnings by practicing; the teachers are able to teach complex concepts more easily in technological setting (Bellamy & Mativo, 2010). Mind games are also used in learning-instruction process like computer games. Kazemi, Yektayar, and Abad (2012) stated that teaching chess improves the mathematical problem solving abilities of students at different educational level considerably and contribute increasing the students' meta-cognitive abilities. The problem solving ability is a complex interaction between cognition and meta-cognition. The main source of troubles about problem solving might be that the students cannot follow their cognitive activities actively, cannot control them or do not have opportunity to supervise (Artzt & Armour- Thomas, 1992). …

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