Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review

2021 ◽  
Author(s):  
Pei-Ying Chen ◽  
Gwo-Jen Hwang ◽  
Ssu-Yin Yeh ◽  
Yi-Ting Chen ◽  
Ting-Wei Chen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Bibliometric Analysis ◽  
Game Based Learning ◽  
And Mathematics

scholarly journals Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

2019 ◽  
Vol 2019 ◽  
pp. 1-19
Author(s):  
Lieven Verschaffel ◽  
Fien Depaepe ◽  
Zemira Mevarech
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Systematic Screening ◽  
Tutoring Systems ◽  
Positive Effects ◽  
And Mathematics ◽  
K 12 ◽  
Drill And Practice

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

Mobile Learning in Science and Mathematics Teaching

2016 ◽  
pp. 277-296
Author(s):  
Rosiney Rocha Almeida ◽  
Carlos Fernando Araújo Jr.
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Mobile Learning ◽  
Mathematics Teaching ◽  
Relevant Literature ◽  
Academic Community ◽  
Student Interest ◽  
And Mathematics ◽  
The Impact ◽  
Teaching Situations

This chapter, the authors analyze mobile learning literature addressing formal teaching situations in the field of science/mathematics education. The chapter describes a systematic review of relevant literature, investigating work published between 2005 and 2014. Based on the findings of this review, the results reveal that since 2009 interest in the academic community for research involving m-learning in science and mathematics teaching has intensified. An emphasis on the growing need for research involving m-learning at undergraduate levels is evident. The study notes positive reported results on the impact of m-learning in science and mathematics teaching, notably in assisting ease of learning, promoting student interest and collaborating with positive, motivating attitudes, encouraging meaningful commitment among students in learning activities.

scholarly journals A Systematic Review of Tablet Technology in Mathematics Education

2019 ◽  
Vol 13 (08) ◽  
pp. 139 ◽  
Author(s):  
Alexander Svela ◽  
Jalal Nouri ◽  
Olga Viberg ◽  
Lechen Zhang
Keyword(s):  
Systematic Review ◽  
Environment Interaction ◽  
Mediated Learning ◽  
Game Based Learning ◽  
Educational Settings ◽  
Technology Application ◽  
Body Of Knowledge ◽  
Academic Technology ◽  
And Mathematics ◽  
Pedagogical Approaches

<p class="0abstract">In 2019, the mobile learning body of knowledge is extensive and much is known about the technology impacts and affordances of mobile devices in educational settings. A particular focus has now shifted toward specific technologies in specific subjects.   Mathematics is one such subject and tablets are one such technology that is gaining attention. This systematic review representing the latest generation of tablet technology within the tablet-mediated learning in mathematics body of knowledge sought to derive evidence that supported questions into (a) what math sub-disciplines were covered, (b) what technology (application/hardware) was utilized, and (c) what pedagogical approaches were deployed in educational settings. This included analysis of the (d) advantages and (e) disadvantages present in those elements. Thirty-nine relevant articles were collected from various academic technology and educational databases. The results demonstrate that tablets are being predominantly deployed in various sub-disciplines such as Arithmetic, Computation, and Geometry with the iPad as the dominant choice for tablet hardware/applications.  Pedagogical approaches lean heavily on game-based learning, environment interaction, and special needs support. Technological advantages include increased collaboration and mathematics engagement enabled by tablet mobility and a high potential for customization of solutions. Developers, teachers, and researchers need to be informed of potential challenges in designing content for tablet technology deployments in mathematics.</p>

scholarly journals Influence of Game-Based Learning in Mathematics Education on Students’ Affective Domain: A Systematic Review

Mathematics ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 986
Author(s):  
Peter Vankúš
Keyword(s):  
Systematic Review ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Study Groups ◽  
Affective Domain ◽  
Future Research ◽  
Journal Articles ◽  
Game Based Learning ◽  
Area Of Interest

In modern education nowadays, the use of game-based learning as a teaching and learning method is popular in all school subjects, including mathematics. There are numerous studies dealing with the influences of this teaching method on the students’ achievements. Modern teaching theories consider an important effect of education on the development of students’ affective domain, connected with the subject and its teaching. In this work, the author studies journal articles that the use game-based learning in mathematics to assess its effects on the students, with the aim to analyze its impact on students’ affective domain. To achieve this, a systematic review with the use of a PRISMA statement is applied. The data sources are 57 journal articles from the area of interest listed in the Web of Sciences and Scopus. The results indicate that 54% of the articles consider the affective domain in the measurement of the effects of game-based learning in mathematics education. These articles report mostly (84%) the positive influences of game-based learning on students’ motivation, engagement, attitudes, enjoyment, state of flow, etc. The rest of the articles show mixed results, with the authors’ conclusions possibly affected by flaws in the research instruments, selection of study groups, and game design, therefore, stressing the importance of these elements in future research on this topic.

SISTERS IN SCIENCE: CONFRONTING EQUITY IN SCIENCE AND MATHEMATICS EDUCATION

2000 ◽  
Vol 6 (3) ◽  
pp. 14
Author(s):  
Penny L. Hammrich ◽  
Greer M. Richardson ◽  
Beverly D. Livingston
Keyword(s):  
Mathematics Education ◽  
And Mathematics

scholarly journals Emergy as a Tool to Evaluate Ecosystem Services: A Systematic Review of the Literature

2021 ◽  
Vol 13 (13) ◽  
pp. 7102
Author(s):  
Ana Carolina V. Nadalini ◽  
Ricardo de Araujo Kalid ◽  
Ednildo Andrade Torres
Keyword(s):  
Systematic Review ◽  
Ecosystem Services ◽  
Natural Resources ◽  
Bibliometric Analysis ◽  
Web Of Science ◽  
Evaluation Methodology ◽  
Review Of The Literature ◽  
Ecological Aspects ◽  
Valuation Of Ecosystem Services ◽  
Emergy Evaluation

The objective of this paper is to present a review of current research on the valuation of ecosystem services, using emergy evaluation methodology (EME). A bibliometric analysis and a systematic review were carried out between 2000 and 2020, using all of Web of Science database subfields that collected 187 papers, selected through the keywords “emergy” and “ecosystem services”. In the second part of the research, we carried out a new search on Web of Science of the 187 initial articles produced, with the words “valuation” and “economic”, in order to analyze those directly related to the evaluation of ecosystem services. The results showed that the EME method is an effective tool to evaluate ecosystem services, since it relates economic and ecological aspects in the evaluations. The research also indicated that the use of isolated methods does not appear to be the most appropriate solution, and that emergy used in combination with other methodologies can be used to obtain more accurate and comprehensive results to evaluate natural resources.

Teaching sciences and mathematics – A challenge for higher education institutions: A systematic review

2021 ◽  
Author(s):  
Fernand Vedrenne‐Gutiérrez ◽  
Myriam M. Altamirano‐Bustamante ◽  
Daniela Monroy‐Fraustro ◽  
Adalberto Hoyos Bermea ◽  
Carolina Lopez‐Suero
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Higher Education Institutions ◽  
And Mathematics
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