The role of game-based learning activities in lower secondary school

Abstract

This paper illustrates the teaching experiment carried out in an 8th-grade basic¹ class, in order to investigate the development of the students’ beliefs about the role of mathematics game-based learning activities in terms of effectiveness and increasing motivation in learning. The experiment was organized into 3 phases. Initially, a questionnaire was submitted to gather students’ beliefs on the role of game-based learning activities in mathematics. Then, a didactic project was proposed to students in order to develop favorable beliefs about the didactic and motivational value of game-based learning activities in mathematics. The project consists of eight game-based learning activities, interchanging with traditional ones, and faces several mathematical topics according to the Piano di studio della scuola dell’obbligo ticinese. Finally, follow-up questions at the end of each activity, and a final questionnaire allowed to investigate the evolution of students’ beliefs. The results obtained show how the majority of students, after the didactic intervention, have changed their beliefs in favor of game-based learning activities, both in terms of effectiveness and increasing motivation.

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¹ In Canton Ticino starting from 8th grade the students are inserted into basic and attitudinal courses depending on the mathematical skills reached at the end of the 7th grade.