The Projection of Gamification and Serious Games in the Learning of Mathematics Multi-Case Study of Secondary Schools in Italy

Viviana Malvasi, Javier Gil-Quintana and Enrico Bocciolesi
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Viviana Malvasi: Department of Education, National University of Distance Education, 28020 Madrid, Spain
Javier Gil-Quintana: Department of Education, National University of Distance Education, 28020 Madrid, Spain
Enrico Bocciolesi: Dipartimento di Studi Umanistici, Università Degli Studi di Urbino Carlo Bo, 61029 Urbino, Italy

Mathematics, 2022, vol. 10, issue 3, 1-14

Abstract: Our research was born with the objective of evaluating the level of gamification of high schools in Italy, specifically for mathematics, and the use of the serious game of chess as a resource for learning this discipline. The methodology is a mixed design, based on the combination of quantitative and qualitative techniques. Regarding the quantitative design, the instrument used was a questionnaire filled out by 4845 adolescents living in Italy. The qualitative methodology has focused on the analysis of the discourse of 12 in-depth interviews with mathematics teachers from high schools. Among the main results, we found that teachers, although unconsciously, apply gamification in classrooms (without having had any training about it) and, despite recognizing the mathematical benefits of chess, they do not use this game as a serious game. Our study confirms that gamification deserves more because of the benefits it brings, especially for a subject that scares students and demands greater motivation.

Keywords: mathematics education; mathematics; learning processes; teaching methods; secondary schools (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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