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Self-directed learning through gamification of mathematics lessons: Literature review and a framework for enactment
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Type
Article
Citation
Ong, E. T. J., & Toh, T. L. (2024). Self-directed learning through gamification of mathematics lessons: Literature review and a framework for enactment. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 9(4). https://doi.org/10.23917/jramathedu.v9i4.4729
Abstract
Gamification, or the use of game-like elements for classroom instruction, has been the subject of study by educators. Currently there are no frameworks for enacting gamification in the mathematics classroom. In this paper, we propose a framework for facilitating Mathematics teachers to implement gamification in classrooms. Through gamification, we target to nurture self-directed learners of Mathematics. Our proposed framework is based on a systematic literature review conducted by the researchers. In our proposal, we map the use of various elements of gamification at each phase of learning through to Merrill’s First Principles of Instruction and van Hiele’s Model of Geometric Thinking. An exemplar of a lesson on geometry with the use of the framework is also presented.
Date Issued
2024
Publisher
Universitas Muhammadiyah Surakarta, Indonesia
Journal
JRAMathEdu (Journal of Research and Advances in Mathematics Education)
DOI
10.23917/jramathedu.v9i4.4729