| dc.description.abstract | Mathematics plays an important role in everyday life and has a profound impact on students′ future development. However, many students lack interest and confidence in mathematics, and some even experience math anxiety. To enhance students′ self-efficacy and interest, the concept of gamified learning using enjoyable digital tools has been employed. Previous research has developed a system called ′Math Island′ to assist students in learning mathematics. However, over time, students′ novelty and enthusiasm for this system diminish. To address this issue, this study draws inspiration from gamification and the Octalysis framework, and introduces a mathematics achievement goal system to the Math Island platform. This system sets various learning goals, and students can earn achievements by accomplishing these goals, thereby enhancing their self-efficacy and ultimately increasing their interest in learning mathematics. The primary objectives of this study are to develop the mathematics achievement goal system and examine the impact of achievement goals on students′ mathematical interest and self-efficacy.
The experimental subjects of this study were 26 third and fourth grade students from a primary school in Taoyuan City. These students regularly use Math Island for learning mathematics. Through research and investigation, it was found that there was no significant improvement in their interest in mathematics. However, interviews revealed factors that influenced students′ interest in mathematics, such as using teaching aids during lessons, which made the students feel engaged and interested. Rewards were given upon completing math tasks to encourage the students, and the difficulty level of the math problems played a role as well. If the problems were too easy, the students felt bored, while overly difficult problems led to feelings of frustration. Moderate difficulty level of problems sparked students′ interest in mathematics.
The study also investigated students′ mathematical self-efficacy and found that overall, as well as in terms of self-mastery experiences, vicarious experiences, and social persuasion, there was no significant improvement. However, there was a significant decrease in learning anxiety (p = .49), indicating that students experienced reduced negative emotions such as anxiety, nervousness, and fear.
The study analyzed the system records, including the number of math tasks completed and the accuracy of these tasks. It was found that both aspects showed significant improvements. This suggests that during the period of using the system, students completed more math tasks compared to when they did not use the system (p = .001). Additionally, the accuracy of math tasks increased during the system usage period compared to when the system was not used (p = .040).
This study is belong to design research. The main focus is on the planning, architecture, and development of a mathematical achievement goal system. | en_US |