One of the hardest courses for students to grasp is mathematics, yet it's a crucial ability to have. In order to figure out why students behave in a certain way when studying mathematics, researchers must look for the factors that influence their behaviors. This study helped by presenting the Grade 6 students' learning behaviors in mathematics and their enjoyment of e-learning games. With thirty (30) grade six students as respondents to the adapted-modified survey questionnaire, the study's objectives for the academic year 2021–2022 were successfully met through the descriptive-correlational research design and purposive sampling technique. The findings demonstrate a positive significant relationship between interest, confidence, motivation, and usefulness that is consistent with students' learning behavior in mathematics and the enjoyment of e-learning games in terms of concentration, goal clarity, feedback, challenge, autonomy, immersion, social interaction, and knowledge improvement. Findings showed that e-learning games were helpful at increasing students’ interest in the subject. This means that using e-learning games as a good teaching tool can help to enhance and enhance students' learning behavior. Taking into account the limitations on a specific subject, the study suggests further scrutiny on the enjoyment of e-Learning games as applied in other disciplines.
enjoyment of e-learning games, Grade 6, learning behavior, mathematics
This paper is a finalist in the International Research Competition Category 2 Undergraduate.
Ab, J. S., Margono, G., & Rahayu, W. (2019, February). The logical thinking ability: Mathematical disposition and self-regulated learning. In Journal of Physics: Conference Series (Vol. 1155, No. 1, p. 012092).
Agus, P., Nur, A., Syamsul, H., & Nita, A. (2020). The effects of the ECIRR learning model on mathematical reasoning ability in the curriculum perspective 2013: Integration on student learning motivation. European Journal of Educational Research, 9(2), 675-684.
Anderson, D. M., & Stritch, J. M. (2016). Goal clarity, task significance, and performance: Evidence from a laboratory experiment. Journal of Public Administration Research and Theory, 26(2), 211-225.
Anwar, N., Kristiadi, D. P., Novezar, F. A., Tanto, P. A., Septha, K., Ardhia, P., & Abraham, J. (2020). Learning Math through Mobile Game for Primary School Students. Sylwan, 164(5), 346-352.
Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical education, 50(10), 997-1014.
Darari, M. B., & Firdaus, M. (2020, February). Development of Teaching Materials Based “Activity or Resources” At Sipda Unimed to Enhance Students Learning Behavior. In Journal of Physics: Conference Series (Vol. 1462, No. 1, p. 012022).
De Almeida, J. L. F., & dos Santos Machado, L. (2021). Design requirements for educational serious games with focus on player enjoyment. Entertainment Computing, 38, 100413.
De-Marcos, L., Garcia-Cabot, A., & Garcia-Lopez, E. (2017). Towards the social gamification of e-learning: A practical experiment. International journal of engineering education, 33(1), 66-73.
Doney, I. (2019). Research into effective gamification features to inform e-learning design. Research in Learning Technology, 27.
Ebrahimzadeh, M., & Alavi, S. (2016). Motivating EFL students: E-learning enjoyment as a predictor of vocabulary learning through digital video games. Cogent Education, 3(1), 1255400.
Ebrahimzadeh, M., & Alavi, S. (2017). Digital Video Games: E-learning Enjoyment as a Predictor of Vocabulary Learning. Electronic Journal of Foreign Language Teaching, 14(2).
Fu, F. L., Su, R. C., & Yu, S. C. (2009). EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101-112.
Hodaňová, J., & Nocar, D. (2016, March). Mathematics importance in our life. In Proceedings of INTED2016 Conference, 7th-9th March (pp. 3086-3092).
Kanafiah, S. F. H. M., & Jumadi, A. (2013, December). Students’ perception towards mathematics: attitudes, interests and lecturers’ teaching. In International Symposium on Mathematical Sciences and Computing Research (pp. 6-7).
Kassymova, G., Akhmetova, A., Baibekova, M., Kalniyazova, A., Mazhinov, B., & Mussina, S. (2020). E-Learning environments and problem-based learning. International Journal of Advanced Science and Technology, 29(7), 346-356.
Lim, S., Yeo, M., & Yoon, G. (2019). Comparison between concentration and immersion based on EEG analysis. Sensors, 19(7), 1669.
Lu, T., & Yang, X. (2018). Effects of the visual/verbal learning style on concentration and achievement in mobile learning. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1719- 1729.
Mag, A. G. (2019). The value of students’ feedback. In MATEC Web of Conferences (Vol. 290, p. 13006).
Maher, Y., Moussa, S. M., & Khalifa, M. E. (2020). Learners on focus: visualizing analytics through an integrated model for learning analytics in adaptive gamified e-learning. IEEE Access, 8, 197597- 197616.
Marouane, S., Najlaa, S., Abderrahim, T., & Eddine, E. K. (2015). Towards measuring learners concentration in e-learning systems. International Journal of Computer Techniques, 2(5), 27-29.
Mendoza, D. J., & Mendoza, D. I. (2018). Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics. IEJME–International Electronic Journal of Mathematics Education, 13(3), 261-271.
Moyer-Packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E. K., Roxburgh, A. L., … & Jordan, K. (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316-332.
Msomi, A. M., & Bansilal, S. (2018). The experiences of first-year students in mathematics in using an e-learning platform at a university of technology. South African Journal of Higher Education, 32(5), 124-129.
Nakamura, T. (2017). The Usefulness of Mathematics in Renaissance Art Theory. Civilizations (Bunmei). Special Issue: Dialogue between Civilizations, Institute of Civilization Research, Tokai University, 108-116.
Oliveira, R. P., Souza, C. G. D., Reis, A. D. C., & Souza, W. M. D. (2021). Gamification in e-learning and sustainability: a theoretical framework. Sustainability, 13(21), 11945.
Otoo, D., Iddrisu, W. A., Kessie, J. A., & Larbi, E. (2018). Structural model of students’ interest and self-motivation to learning mathematics. Education Research International, 2018.
Perera, H., Hewagamage, K. P., & Weerasinghe, T. A. (2017, September). Game based learning as a supplementary approach in teaching mathematics. In 2017 Seventeenth International Conference on Advances in ICT for Emerging Regions (ICTer) (pp. 1-7). IEEE.
Retnowati, E., Ayres, P., & Sweller, J. (2017). Can collaborative learning improve the effectiveness of worked examples in learning mathematics? Journal of educational psychology, 109(5), 666.
Rodríguez-Ardura, I., & Meseguer-Artola, A. (2016). E-learning continuance: The impact of interactivity and the mediating role of imagery, presence and flow. Information & Management, 53(4), 504-516
Salifu, A. S., Nabie, M. J., & Apawu, J. (2021). College of education pre-Service teachers’ attitude in terms of usefulness, confidence and enjoyment towards Geometry by gender. Contemporary Mathematics and Science Education, 2(2), ep21012.
Strmecki, D., Bernik, A., & Radosevic, D. (2015). Gamification in E-Learning: Introducing Gamified Design Elements into E-Learning Systems. J. Comput. Sci., 11(12), 1108-1117
Sutarto, S., Sari, D. P., & Fathurrochman, I. (2020). Teacher strategies in online learning to increase students’ interest in learning during COVID-19 pandemic. Jurnal Konseling dan Pendidikan, 8(3), 129-137.
Wang, H., Hou, M., Li, F., & Zhang, Y. (2020). Chinese implicit sentiment analysis based on hierarchical knowledge enhancement and multi-pooling. IEEE Access, 8, 126051-126065.
Yaniawati, P., Kariadinata, R., Sari, N., Pramiarsih, E., & Mariani, M. (2020). Integration of e-learning for mathematics on resource-based learning: Increasing mathematical creative thinking and self-confidence. International Journal of Emerging Technologies in Learning (iJET), 15(6), 60-78
Leila Mae D. Abion. Corresponding author. Undergraduate student, Laguna State Polytechnic University, San Pablo City Campus. Corresponding email: 0319-1073@lspu.edu.ph
Ma. Loida E. Alcantara. Undergraduate student, Laguna State Polytechnic University, San Pablo City Campus
Delon A. Ching. Research Advisor, Laguna State Polytechnic University- San Pablo City, Campus
Cite this article:
Abion, L.D., Alcantara, M.E. & Ching, D.A. (2023). E-Learning games enjoyment to pupils’ learning behaviors in mathematics classroom. International Journal of Educational Management and Development Studies, 4 (2), 170-186. https://doi.org/10.53378/352993
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
