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The Projection of Gamification and Serious Games in the Learning of Mathematics Multi-Case Study of Secondary Schools in Italy

Author

Listed:
  • Viviana Malvasi

    (Department of Education, National University of Distance Education, 28020 Madrid, Spain)

  • Javier Gil-Quintana

    (Department of Education, National University of Distance Education, 28020 Madrid, Spain)

  • Enrico Bocciolesi

    (Dipartimento di Studi Umanistici, Università Degli Studi di Urbino Carlo Bo, 61029 Urbino, Italy)

Abstract

Our research was born with the objective of evaluating the level of gamification of high schools in Italy, specifically for mathematics, and the use of the serious game of chess as a resource for learning this discipline. The methodology is a mixed design, based on the combination of quantitative and qualitative techniques. Regarding the quantitative design, the instrument used was a questionnaire filled out by 4845 adolescents living in Italy. The qualitative methodology has focused on the analysis of the discourse of 12 in-depth interviews with mathematics teachers from high schools. Among the main results, we found that teachers, although unconsciously, apply gamification in classrooms (without having had any training about it) and, despite recognizing the mathematical benefits of chess, they do not use this game as a serious game. Our study confirms that gamification deserves more because of the benefits it brings, especially for a subject that scares students and demands greater motivation.

Suggested Citation

  • Viviana Malvasi & Javier Gil-Quintana & Enrico Bocciolesi, 2022. "The Projection of Gamification and Serious Games in the Learning of Mathematics Multi-Case Study of Secondary Schools in Italy," Mathematics, MDPI, vol. 10(3), pages 1-14, January.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:3:p:336-:d:730852
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    Cited by:

    1. Silvia Natividad Moral-Sánchez & M.ª Teresa Sánchez-Compaña & Isabel Romero, 2022. "Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education," Mathematics, MDPI, vol. 10(18), pages 1-38, September.

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