Sistematik Derlemeler ve Meta Analiz
BibTex RIS Kaynak Göster

Trends of Game-Based Learning in Mathematics Education: A Systematic Review

Yıl 2022, Cilt: 9 Sayı: 3, 603 - 623, 20.09.2022
https://doi.org/10.33200/ijcer.1109501

Öz

Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the research was carried out in accordance with a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. Furthermore, it was seen that secondary school students were mostly preferred as participants, that the most used type of game was digital computer games, that the games were mostly associated with the “numbers and operations” learning area, and that the research studies mainly achieved positive results for the use of games in mathematics education.

Kaynakça

  • Akintunde, R. O., Shabrina, P., Catete, V., Barnes, T., Lynch, C., & Rutherford, T. (2020, March). Data-informed curriculum sequences for a curriculum-integrated game. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 635-644).
  • Atasay, M. (2018). Examining students’ reflected game functions on mathematical games in an a-didactic milieu (Order no: 523628).[Doctoral dissertation, Anadolu University]. YOK National Thesis Center
  • Aztekin, S., & Şener, Z. T. (2015). The content analysis of mathematical modelling studies in Turkey: A meta-synthesis study. Education and Science, 40(178). DOI: 10.15390/EB.2015.4125
  • Backlund, P., & Hendrix, M. (2013, September). Educational games-are they worth the effort? A literature survey of the effectiveness of serious games. In 2013 5th international conference on games and virtual worlds for serious applications (VS-GAMES) (pp. 1-8). IEEE.
  • Barreto, D., Vasconcelos, L., & Orey, M. (2017). Motivation and learning engagement through playing math video games. Malaysian Journal of Learning and Instruction (MJLI), 14 (2), 1-21. DOI:10.32890/mjli2017.14.2.1
  • Başkahya, Z. I. (2021). The effect of using game-based learning activities in algebra on seventh-grade students’ algebra achievement, attitude towards mathematics and opinions about game-based learning activities [Master's thesis, Middle East Technical University]. YOK National Thesis Center
  • Başün, A. R., & Doğan, M. (2020). The effect on academic success and permanence of teaching with game applied in mathematics education. Journal of Interdisciplinary Educational Research 4(7), 155-167. Retrieved from https://dergipark.org.tr/en/pub/jier/issue/56808/709176
  • Bown, M. J., & Sutton, A. J. (2010). Quality control in systematic reviews and meta-analyses. European Journal of Vascular and Endovascular Surgery, 40(5), 669-677. DOI: 10.1016/j.ejvs.2010.07.011
  • Boz, İ. (2018). The effect of teaching by game to academic success in primary school 4th class mathematics. IJOTEM, 1(1), 61-75. Retrieved from https://dergipark.org.tr/tr/pub/josse/issue/39178/445982
  • Bragg, L. (2007). Students’ conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1), 29-44.
  • Callaghan, M. N., Long, J. J., Van Es, E. A., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning, 34(1), 10-19. DOI: 10.1111/jcal.12209
  • Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-based construction learning, using scratch, on students’ multi-step equation-solving performance. Interactive Learning Environments, 26(6), 803-814. DOI: 10.1080/10494820.2017.1412990
  • Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills. International Journal of Early Years Education, 27(3), 322-339. DOI: 10.1080/09669760.2019.1629882
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  • Demirkaya, C. (2017). The effect of geometric-mechanic games based activities on the spatial skills of secondary school students (Order no: 503229). [Master's thesis, Sakarya University]. YOK National Thesis Center
  • Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. DOI: 10.1111/jcal.12438
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  • Doğan, Z., & Sönmez, D. (2019). Opinions of primary school teachers about the process of using mathematical games in mathematics lessons. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 50(50), 96-108. DOI: 10.15285/maruaebd.545417
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  • Ergül, E. & Doğan, M. (2019, December 12-13). The effects of using games for “rounding off the nearest ten” on student achievement in the teaching of mathematics. 6th international Yildiz Social Sciences Congress, Istanbul, Turkey.
  • Ergül, E. (2021). Game-based teaching of mathematics (Order no: 676485). [Master’s Thesis, Yildiz Technical University]. YOK National Thesis Center
  • Erkin Kavasoğlu, B. (2010). The effects of game based teaching of probability on the achievement of mathematics lessons students of 6th, 7th, 8th grades (Order no: 279607). [Master’s Thesis, Gazi University].YOK National Thesis Center
  • Es-Sajjade, A., & Paas, F. (2020). Educational theories and computer game design: Lessons from an experiment in elementary mathematics education. Educational Technology Research and Development, 68(5), 2685-2703. DOI: 10.1007/s11423-020-09799-w
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Yıl 2022, Cilt: 9 Sayı: 3, 603 - 623, 20.09.2022
https://doi.org/10.33200/ijcer.1109501

Öz

Kaynakça

  • Akintunde, R. O., Shabrina, P., Catete, V., Barnes, T., Lynch, C., & Rutherford, T. (2020, March). Data-informed curriculum sequences for a curriculum-integrated game. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 635-644).
  • Atasay, M. (2018). Examining students’ reflected game functions on mathematical games in an a-didactic milieu (Order no: 523628).[Doctoral dissertation, Anadolu University]. YOK National Thesis Center
  • Aztekin, S., & Şener, Z. T. (2015). The content analysis of mathematical modelling studies in Turkey: A meta-synthesis study. Education and Science, 40(178). DOI: 10.15390/EB.2015.4125
  • Backlund, P., & Hendrix, M. (2013, September). Educational games-are they worth the effort? A literature survey of the effectiveness of serious games. In 2013 5th international conference on games and virtual worlds for serious applications (VS-GAMES) (pp. 1-8). IEEE.
  • Barreto, D., Vasconcelos, L., & Orey, M. (2017). Motivation and learning engagement through playing math video games. Malaysian Journal of Learning and Instruction (MJLI), 14 (2), 1-21. DOI:10.32890/mjli2017.14.2.1
  • Başkahya, Z. I. (2021). The effect of using game-based learning activities in algebra on seventh-grade students’ algebra achievement, attitude towards mathematics and opinions about game-based learning activities [Master's thesis, Middle East Technical University]. YOK National Thesis Center
  • Başün, A. R., & Doğan, M. (2020). The effect on academic success and permanence of teaching with game applied in mathematics education. Journal of Interdisciplinary Educational Research 4(7), 155-167. Retrieved from https://dergipark.org.tr/en/pub/jier/issue/56808/709176
  • Bown, M. J., & Sutton, A. J. (2010). Quality control in systematic reviews and meta-analyses. European Journal of Vascular and Endovascular Surgery, 40(5), 669-677. DOI: 10.1016/j.ejvs.2010.07.011
  • Boz, İ. (2018). The effect of teaching by game to academic success in primary school 4th class mathematics. IJOTEM, 1(1), 61-75. Retrieved from https://dergipark.org.tr/tr/pub/josse/issue/39178/445982
  • Bragg, L. (2007). Students’ conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1), 29-44.
  • Callaghan, M. N., Long, J. J., Van Es, E. A., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning, 34(1), 10-19. DOI: 10.1111/jcal.12209
  • Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-based construction learning, using scratch, on students’ multi-step equation-solving performance. Interactive Learning Environments, 26(6), 803-814. DOI: 10.1080/10494820.2017.1412990
  • Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills. International Journal of Early Years Education, 27(3), 322-339. DOI: 10.1080/09669760.2019.1629882
  • Creswell, J. W. (2017). Research design: Qualitative, Quantitative and Mixed Method Approaches (S. B. Demir, Trans.). Ankara: Eğiten Kitap.
  • Cooper, H., Hedges, L. V. ve Valentine, J. C. (2019). Research synthesis as a scientific process. In H. Cooper, L. V. Hedges ve J. C. Valentine (Edt.), The handbook of research synthesis and meta-analysis (3rd Edition) (pp. 3-18). New York: Russell Sage Foundation.
  • Çalık, M., & Sözbilir, M. (2014). Parameters of Content Analysis. Education and Science, 39(174), 33-38. DOI: 10.15390/EB.2014.3412.
  • Demirkaya, C. (2017). The effect of geometric-mechanic games based activities on the spatial skills of secondary school students (Order no: 503229). [Master's thesis, Sakarya University]. YOK National Thesis Center
  • Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. DOI: 10.1111/jcal.12438
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
  • Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Sciences, 35(1), 15-30.
  • Doğan, Z., & Sönmez, D. (2019). Opinions of primary school teachers about the process of using mathematical games in mathematics lessons. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 50(50), 96-108. DOI: 10.15285/maruaebd.545417
  • Dönmez, A. (2017). How play supported learning environment affect the 3rd grade student's metacognitive awareness and metacognitive strategy usage skills on number patterns? (Order no: 472227). (Master's Thesis, Yildiz Technical University). YOK National Thesis Center.
  • Ergül, E. & Doğan, M. (2019, December 12-13). The effects of using games for “rounding off the nearest ten” on student achievement in the teaching of mathematics. 6th international Yildiz Social Sciences Congress, Istanbul, Turkey.
  • Ergül, E. (2021). Game-based teaching of mathematics (Order no: 676485). [Master’s Thesis, Yildiz Technical University]. YOK National Thesis Center
  • Erkin Kavasoğlu, B. (2010). The effects of game based teaching of probability on the achievement of mathematics lessons students of 6th, 7th, 8th grades (Order no: 279607). [Master’s Thesis, Gazi University].YOK National Thesis Center
  • Es-Sajjade, A., & Paas, F. (2020). Educational theories and computer game design: Lessons from an experiment in elementary mathematics education. Educational Technology Research and Development, 68(5), 2685-2703. DOI: 10.1007/s11423-020-09799-w
  • Eyster, T. (2017). Serious Mathematics Games Bolster Self-Concept and Self-Efficacy in Women Learners (Order no: 10284615). [Doctoral dissertation, Northcentral University]. ProQuest Tez Center.
  • Foster, R. (2004). Crazy bones. Mathematics Teaching, 187, 17.
  • Fouze, A. Q., & Amit, M. (2018). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617-630. DOI: 10.12973/ejmste/80626
  • Galarza, P. D. (2019). The effects of mathematical game play on the cognitive and affective development of pre-secondary students. [Doctoral dissertation, Columbia University]. ProQuest Tez Center
  • Galiç, S. (2020). Investigation of the effects of mathematics activities enriched with game elements on students’ success, attitude and motivation (Order no: 646615). [Master’s Thesis, Hacettepe University]. YOK National Thesis Center
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-607.
  • Gough, D. ve Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4(1), 84-102. DOI: 10.1002/rev3.3068
  • Graceota, A., & Slamet, I. (2021, March). Mathematics game as interactive learning media in Covid-19 Pandemic era. In Journal of Physics: Conference Series (Vol. 1808, No. 1, p. 012041). IOP Publishing.
  • Gür, H., & Demir, M. K. (2016). The views of the teacher candidates about the project of game based mathematics learning laboratory. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10(1), 415-438.
  • Hemingway, P., & Brereton, N. (2009). What ıs a systematic review?. Hayward Medical Communications, 2, 1-8.
  • Higgins, J.P.T. and Green, S. (2011). Cochrane handbook for systematic reviews of ınterventions. Version 5.1.0. The Cochrane Collaboration. http://handbook-5-1.cochrane.org
  • Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10.
  • Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM content and process standards: An exploratory study. School Science and Mathematics, 121(3), 127-142. DOI: 10.1111/ssm.12452
  • Kaleli Yılmaz, G. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: A meta-synthesis study. Education and Science, 40(178), 103-122. DOI: 10.15390/EB.2015.4087
  • Kalish, M. (2017). Multisensory mathematical gaming with the Energizer Bunny®. On the Horizon. 25(4), 260-266.
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  • Kiili, K., Ojansuu, K., Lindstedt, A., & Ninaus, M. (2018). Exploring the educational potential of a game-based math competition. International Journal of Game-Based Learning (IJGBL), 8(2), 14-28. DOI:10.4018/IJGBL.2018040102
  • Koç Deniz, H. (2019). The effect of game and activity supported flipped classroom model on students` achievement in problem solving skill and reflective thinking skill based on problem solving in mathematics course.(Order no: 606454). [Unpublished Doctorate Thesis, Fırat University]. YOK National Thesis Center
  • Kokandy, R. A. (2021). The effect of digital game-based learning on students’ motivation in math classes. (Doctoral Dissertation, Northern Illinois University).
  • Koneva, B., & Shabanova, M. (2021). Board game “making financial decisions” in the system of teaching the mathematical foundations of financial literacy. Математика и информатика, 64(2), 173-181.
  • Kondratieva & Freiman, (2011, June 10-14). Virtual mathematics marathon: A mathematical game for all children. Proceedings of The 2011 Annual Meeting of The Canadian Mathematics Education Study Group, pp-169-170. Memorial University of Newfoundland.
  • Lasserson, T. J., Thomas, J. ve Higgins, J. P. T. (2019). Starting a review. In J. P. T. Higgins vd. (Eds), Cochrane handbook for systematic reviews of interventions (2nd Edition) (pp. 3-12). Hoboken: Wiley-Blackwell.
  • Lee, H. K., & Choi, A. (2020). Enhancing early numeracy skills with a tablet-based math game intervention: A study in Tanzania. Educational Technology Research and Development, 68(6), 3567-3585.
  • Liang, Y., Zhang, L., Long, Y., Deng, Q., & Liu, Y. (2020). Promoting effects of RtI-based mathematical play training on number sense growth among low-SES preschool children. Early Education and Development, 31(3), 335-353. DOI: 10.1080/10409289.2019.1664261
  • Lindström, P., Gulz, A., Haake, M., & Sjödén, B. (2011). Matching and mismatching between the pedagogical design principles of a math game and the actual practices of play. Journal of Computer Assisted Learning, 27(1), 90-102. DOI: 10.1111/j.1365-2729.2010.00380.x
  • Machaba, M. M. (2019). Mathematical games as tool for mathematics teaching in the foundation phase. e-BANGI, 16(5), 1-8.
  • Marange, T., & Adendorff, S. A. (2021). The contribution of online mathematics games to algebra understanding in Grade 8. Pythagoras, 42(1), 8.
  • McIntosh, N. O. (2018). The impact of gamification on seventh-graders’ academic achievement in mathematics (Order no: 10974660). [Doctoral Dissertation, Grand Canyon University]. ProQuest Tez Center
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (Second edition). Sage Publications.
  • Nabie, M. J. (2008). Cultural games in Ghana: Exploring mathematics pedagogy with primary school teachers.[Doctoral Dissertation, University of Alberta].
  • Nfon, N. F. (2018). The use of mathematical games and secondary school students’ achievement in mathematics in Fako Division, South West Region of Cameroon. Journal of Education and Entrepreneurship, 5(1), 20-31. DOI: 10.26762/jee.2018.40000009
  • Oakley, A. (2012). Foreword. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. vii-x). SAGE Publications.
  • Oldfield, B. J. (1991). Games in the learning of mathematics: 1: A classification. Mathematics in School, 20(1), 41-43.
  • Pehlivan, F. (2020). The impact of the gamification on mathematic success, motivation and learning strategies in the flipped classrooms (Order no: 633113).[Master's Thesis, Aydin Adnan Menderes University]. YOK National Thesis Center
  • Pilten, P., Pilten, G., Divrik, R., & Divrik, F. (2017). Evaluation of mathematical game design skills of pre-service classroom teachers. International Electronic Journal of Elementary Education, 10(2), 255-264. DOI: 10.26822/iejee.2017236120
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
  • Punch, K. (2005). Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage Publications.
  • Rawansyah, R., Pramudhita, A. N., & Pramitarini, Y. (2021, February). Enhancing student interest in learning through the development of serious mathematics games. In IOP Conference Series: Materials Science and Engineering (Vol. 1073, No. 1, p. 012064). IOP Publishing.
  • Rondina, J. Q., & Roble, D. B. (2019). Game-based design mathematics activities and students’learning gains. The Turkish Online Journal of Design Art and Communication, 9(1), 1-7.
  • Russo, J., Bragg, L. A., & Russo, T. (2021). How primary teachers use games to support their teaching of mathematics. International Electronic Journal of Elementary Education, 13(4), 407-419. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1302
  • Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in Nursing & Health, 30(1), 99-111. DOI: 10.1002/nur.20176
  • Shabrina, P., Akintunde, R. O., Maniktala, M., Barnes, T., Lynch, C., & Rutherford, T. (2020, March). Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 625-634).
  • Silva, J. N. (2011). On mathematical games. BSHM Bulletin: Journal of the British Society for the History of Mathematics, 26(2), 80-104. DOI: 10.1080/17498.430.2011.560511
  • Skillen, J., Berner, V. D., & Seitz-Stein, K. (2018). The rule counts! Acquisition of mathematical competencies with a number board game. The Journal of Educational Research, 111(5), 554-563. DOI: 10.1080/00220671.2017.1313187
  • Sönmez, D. (2018). The use of mathematical games to improve students' affective awareness in primary school mathematics teaching (Order no: 510730). [Master’s Thesis, Yildiz Technical University]. YOK National Thesis Center
  • Stanton, J. M. (2017). Effects of minecraft as an instructional tool for teaching geometry at the fifth-grade level (Order no: 10262277). [Doctoral Dissertation, Oakland University]. ProQuest Tez Center
  • Tärning, B., & Silvervarg, A. (2019). “I didn’t understand, I´m really not very smart”—How design of a digital tutee’s self-efficacy affects conversation and student behavior in a digital math game. Education Sciences, 9(3), 197. DOI: 10.3390/educsci9030197
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  • Turgut, S., & Temur, Ö. D. (2017). The effect of game-assisted mathematics education on academic achievement in Turkey: A meta-analysis study. International Electronic Journal of Elementary Education, 10(2), 195-206. DOI: 10.26822/iejee.2017236115
  • Tükle, H. (2020). The effect of educational escape room game designed for mathematics course on students' achievement and students' opinions about escape room game (Order no: 636349). [Master Thesis, Bahçeşehir University].YOK National Thesis Center
  • Türker, K. N., & Arslan, S. (2021). Examination of the studies related to teaching mathematics through games in Turkey. Turkish Journal of Mathematics Education, 2(2), 110-132.
  • Türkmen. G. P. (2017). The effect of gamification methodology on students' achievements and attitudes towards mathematics (Order no: 490555). [Master’s Thesis, Erciyes University]. YOK National Thesis Center
  • Uğurel, I., & Moralı, S. (2008). The interaction of mathematics & game. Gazi University Journal of Gazi Education Faculty, 28(3), 75-98. Retrieved from https://dergipark.org.tr/tr/pub/gefad/issue/6746/90703
  • Usta, N. , Işık, A. D. , Şahan, G. , Genç, S. , Taş, F. , Gülay, G. , Diril, F. , Demir, Ö. & Küçük, K. (2017). The opinions of pre-service teachers on the usage of games in mathematics teaching . International Journal of Social Sciences and Education Research , 3 (1) , 328-344 . DOI: 10.24289/ijsser
  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics. London: Pearson Education UK.
  • Watson Huggins, J. (2018). An experimental study on the effects of a gamified software intervention in mathematics achievement among sixth grade students (Order no: 13820081). [Doctoral dissertation, Nova Southeastern University]. ProQuest Tez Center.
  • Wells, D. (2012). Games and mathematics: Subtle connections. Cambridge University Press.
  • White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 5.
  • Winicki Landman, G. (2008). Up and down: A stimulating mathematical game. Mathematics in School, 37(4), 38-39.
  • Wouters, P., & Van Der Meulen, E. S. (2020). The role of learning styles in game-based learning. International Journal of Game-Based Learning (IJGBL), 10(1), 54-69. DOI: 10.4018/IJGBL.2020010104
  • Yılmaz, S. (2019). The effect of using teaching with play method on attitude and success in gaining the problem solving skills in primary mathematics course (Order no: 555809). [Master Thesis, Giresun University]. YOK National Thesis Center.
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Articles
Yazarlar

Zeynep Bahar Erşen 0000-0002-7928-2535

Ebru Ergül 0000-0002-0298-7035

Yayımlanma Tarihi 20 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 3

Kaynak Göster

APA Erşen, Z. B., & Ergül, E. (2022). Trends of Game-Based Learning in Mathematics Education: A Systematic Review. International Journal of Contemporary Educational Research, 9(3), 603-623. https://doi.org/10.33200/ijcer.1109501

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