In the evolving landscape of education, where science and technology increasingly dominate, mathematical and statistical understanding have emerged as fundamental skills. However, for many learners, mathematics evokes a sense of fear and anxiety, creating a significant barrier to learning. This problem, often referred to as ‘maths anxiety’ or ‘maths phobia’, has been extensively researched, with emotional, psychological and social factors identified as contributors (Maloney et al., 2013). In this blog post I report on some of the findings from my doctoral study and argue that game-based learning approach to teaching and learning STEM subjects is the way forward to educating our ‘Alpha’ generations.

Understanding maths and statistics anxiety

Research over the years has attempted to understand why mathematics, and increasingly statistics, induces such negative reactions among students. Skemp (1986) described this phenomenon as a ‘blockage about mathematics’, a term that resonates even today (Dweck, (2006; Illeris, 2007). From socio-cognitive barriers to poor teaching practices and low self-efficacy, the root causes of this blockage are diverse and multifaceted (Slyman, 2014). Research has shown that negative emotions such as fear and anxiety significantly affect students’ experiences with mathematics (Slyman, 2014).

Game-based learning (GBL) offers a promising approach to overcoming the challenges faced in teaching mathematics and statistics. GBL refers to educational games that use technology to facilitate teaching, learning and assessment (Malaka, 2014; Slyman, 2018; Vos, 2014).

Acumenous vs Inquisitional Learning lens in games

In my doctoral studies – focusing on the role of game-based learning in mathematics and statistics education – two distinct types of learning were identified: ‘Acumenous Learning’ and ‘Inquisitional Learning’ (Slyman et al., 2019, 2022). These two categories reflect the contrasting experiences students have with different types of educational games.

Acumenous Learning involves an insightful and profound understanding of concepts through gameplay where learners engage in problem-solving, teamwork, collaboration and creative activities. Students reported positive experiences when engaging with games designed for Acumenous Learning, noting that these games effectively supported their learning and comprehension. On the other hand, students struggled with ‘Inquisitional Learning’, a more inquiry-based approach where they found educational games extremely challenging to play and understand. The findings highlight that while games can be an effective tool for learning, not all game designs are equally successful in achieving educational outcomes; maths educational games (in particular) must be revisited, balancing fun with learning.

‘While games can be an effective tool for learning, not all game designs are equally successful in achieving educational outcomes.’

Rethinking mathematics and statistics education through games

One of the key takeaways from the research is that simply integrating games into the mathematics and statistics curriculum is not enough to improve learning outcomes. While games provide a unique and engaging way to approach learning, they must be thoughtfully designed and aligned with curriculum goals to be truly effective. This calls for a re-examination of how mathematics and statistics is taught, particularly in terms of how it is integrated with other subjects like programming and technology. A more holistic approach, where games are used not only as supplementary tools but as integral parts of the learning experience, could help address the emotional and cognitive barriers that many students face.

References

Dweck, C. S. (2006). Mindset: The New Psychology of Success, United States: Ballantine Books Trade Paperback Edition.

Gee. J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy, Palgrave Macmillan, New York.

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Routledge.

Malaka, R. (2014). How Computer Games Can Improve Your health and Fitness In S. Gobel, & J. Wiemeyer (Eds), Games for Training Education, Health and Sports, 4^th conference on Serious Games, GameDays, Springer, Darmstadt.

Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115–128. https://doi.org/10.1080/14794802.2013.797744

Skemp, R. R. (1986). The psychology of learning mathematics. Penguin Books.

Slyman, S. (2014). ‘I Hate Maths!’ An investigation into students’ attitudes towards mathematics [MA Thesis Dissertation (Unpublished), University of Roehampton].

Slyman, S. (2018). Games based learning in universities: A life learning experience. https://scholar.google.co.uk/scholar?hl=en&as_sdt=0%2C5&as_vis=1&q=slyman+2018&oq=  

Slyman, S. (2022). Acumenous game-based learning in simulation games and applied statistics [PhD Thesis, Goldsmiths, University of London].

Slyman, S., Gillies, M., & Jessel, J. (2019). Acumenous or inquisitional? Towards a new theoretical lens within games learning. In 13th European Conference on games based learning. https://doi.org/10.34190/GBL.19.055

Vos, L. (2014). Marketing simulation games: A review of issues in teaching and learning, 14(1), 67–96. https://doi.org/10.1362/146934714X13948909473220