Using Game-Based Learning for Engaging with Determinants in Mathematics Education at the University Level
Bibliographic Data
| ID | 22047279 |
|---|---|
| Authors | Szilvia Szilágyi (0000-0003-2979-955X, University of Miskolc), Anna Mária Takács (0009-0004-8877-9561, Budapest University of Economics and Business), Attila Körei (0000-0003-3532-9052, University of Miskolc), Zsuzsanna Török (0000-0002-5108-0341, University of Miskolc, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 1329 |
| Publication date | 2025-10-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101329 |
| OpenAlex | W4414965652 |
| Language | EN |
| Citations received | 3 |
| References cited | 33 |
Practising the calculation of determinants is important in linear algebra. A pioneering study involving 580 first-year university students evaluated the impact of game-based learning in higher mathematics education. The participants formed two groups: an experimental group of 279 students and a control group of 301. The experimental group students played the non-digital educational card game DETerminator, designed to help students learn and practise calculating determinants in small square matrices. In contrast, the control group received no intervention, allowing for a clear outcome comparison. Students in the experimental group worked in smaller teams during didactic gameplay sessions that involved solving matrix-determinant problems in a competitive and collaborative classroom setting, enhancing their understanding through interaction and teamwork. The objective of this paper is to provide a detailed presentation of the DETerminator game and showcase its integration as an effective teaching tool for practising essential concepts and theorems related to determinants. Moreover, a quasi-experiment was conducted to explore how incorporating game-based learning can lead to successful and enjoyable mathematical education experiences for students. We used a quantitative approach to assess the effectiveness of the card game on academic achievement. At first, a pre- and post-test design was employed with the experimental group of 279 participants to evaluate the short-term effects of game-based learning. The Wilcoxon test was utilised for hypothesis testing, revealing a large effect size of 0.63. Moreover, the results from related midterm exam problems were statistically analysed to obtain the medium-term impact. The outcomes were compared using the Mann–Whitney U-test. The results demonstrated that the experimental group statistically outperformed the control group, but achieving a small effect size of 0.16, with a mean score of 3.14 out of 7 on the designated midterm exam tasks, compared to the control group’s mean score of 2.5. The small effect size suggests that, although the intervention had a positive effect, it is worth considering what other options there are for increasing the medium-term effect. A Likert-scale questionnaire was used to evaluate students’ attitudes towards the game. Our findings show the importance of incorporating game-based learning strategies in mathematics education at the university level, especially for enhancing students’ proficiency in key topics such as the determinant of a matrix
Cooperative learning · Teaching method · Treatment and control groups · Wilcoxon signed-rank test · Educational Games and Gamification · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics
Foundations of Game-Based Learning
A systematic literature review of empirical evidence on computer games and serious games
The effect of games and simulations on higher education
Sample Selection Bias as a Specification Error
Matching Methods for Causal Inference
An Earlier Date for “Cramer's Rule”
Game-Based Learning experiences in primary mathematics education
Identifying the Characteristics of Non-Digital Mathematical Games Most Valued by Educators
The Role of Non-Digital and Digital UNO-Type Card Games as Learning Media in Different Levels of Mathematics Education
Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals
Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils
The Name of the Game
Observing Uno
The Game Definition Game
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |