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How Is Educational Gamification Represented in School Curriculum? An Investigation of Chinese Secondary Mathematics Textbooks

Author

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  • Lianghuo Fan

    (Asian Centre for Mathematics Education, East China Normal University, 500 Dongchuan Road, Shanghai 200241, China
    Southampton Education School, University of Southampton, Building 32, Southampton SO17 1BJ, UK)

  • Lingzhu Li

    (Asian Centre for Mathematics Education, East China Normal University, 500 Dongchuan Road, Shanghai 200241, China)

  • Qiuyu Chen

    (Asian Centre for Mathematics Education, East China Normal University, 500 Dongchuan Road, Shanghai 200241, China)

  • Na Li

    (Asian Centre for Mathematics Education, East China Normal University, 500 Dongchuan Road, Shanghai 200241, China)

Abstract

Textbooks, as potentially implemented curriculum, play an important role in school education. Earlier studies in mathematics education revealed that teaching using mathematics games had a positive effect on students’ learning. However, how mathematics games are presented in mathematics textbooks has rarely been systematically examined. In this study, we aimed to investigate how mathematics games are presented in school mathematics textbooks in China. We selected three series of Chinese secondary mathematics textbooks (Grades 7–9) and identified 112 mathematics games in total; then, we coded and analyzed the games according to an analysis framework we established for the study. The results showed that, across the three series of textbooks, the distribution of games was inconsistent and, within the same series of textbooks, it was irregular across the different grade levels; in terms of locations and cognitive objectives, most games were presented as exercise questions and the main purpose was to improve students’ problem solving ability. Moreover, most of the games were single player games and there were slightly more competitive games than non-competitive games. The implications of the findings for the design and research of mathematics games in mathematics textbooks are discussed at the end of the study.

Suggested Citation

  • Lianghuo Fan & Lingzhu Li & Qiuyu Chen & Na Li, 2023. "How Is Educational Gamification Represented in School Curriculum? An Investigation of Chinese Secondary Mathematics Textbooks," Sustainability, MDPI, vol. 15(4), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:4:p:3830-:d:1074315
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    References listed on IDEAS

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    1. Nguyen Phuong Chi, 2022. "A Comparative Study of the Probability and Statistics Curricula in the High School Mathematics Textbooks of Vietnam and Germany," International Journal of Education and Practice, Conscientia Beam, vol. 10(2), pages 69-83.
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    Cited by:

    1. Karina Fuentes-Riffo & Pedro Salcedo-Lagos & Cristian Sanhueza-Campos & Pedro Pinacho-Davidson & Miguel Friz-Carrillo & Gabriela Kotz-Grabole & Fabiola Espejo-Burkart, 2023. "The Influence of Gamification on High School Students’ Motivation in Geometry Lessons," Sustainability, MDPI, vol. 15(21), pages 1-16, November.

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