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Description
Digital game-based learning (DGBL) is regarded as a engaging teaching approach that has attracted the interest of researchers and has become prominent as a research topic. However, the potential benefits of gaming on students' academic achievement, motivation, and skills are still a topic of debate.
Given the relatively limited adoption of digital games in upper secondary education, particularly in mathematics education, it is important to understand secondary students' perspectives regarding their learning experience following their engagement with DGBL.
GAMe-based learning in MAthematics (GAMMA) was an Erasmus+ project primarily focused on implementing DGBL in upper secondary school mathematics education. Over the project's duration, seven digital games and eight teaching scenarios were created. The educators involved in the project incorporated these scenarios into the classroom, while students gave feedback on their experience with DGBL through a brief survey. This study presents a qualitative and quantitative analysis of student responses to post-piloting surveys.
