Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review.

INTRODUCTION

Game-based learning (GBL) is one of the modern trends in education in the 21st century. Numerous research studies have been carried out to investigate the influence of teaching on the students' academic attainment. It is crucial to integrate the cognitive and affective domains into teaching and learning strategies. This study aims to review journal articles from 2018 to 2022 concerning the influence of GBL in mathematics T&L on the students' cognitive and affective domains.

METHODS

A research methodology based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used for the survey on the basis of the Scopus and Web of Science (WOS) databases wherein 773 articles relating to game-based learning (GBL) in mathematics were discovered. Based on the study topic, study design, study technique, and analysis, only 28 open-access articles were chosen for further evaluation. Two types of cognitive domain and five types of affective domain were identified as related to the implications of GBL on the students' T&L of mathematics.

RESULTS

The study results show that GBL has positively impacted students when they are learning mathematics. It is comprised of two types of cognitive domain (knowledge and mathematical skills) and five types of affective domain (achievement, attitude, motivation, interest, and engagement). The findings of this study are anticipated to encourage educators in the classrooms more effectively.

DISCUSSION

GBL in education is now one of the major learning trends of the 21st century. Since 2019, the number of studies relating to game-based learning has increased. There is an influence on the cognitive and affective domains due to T&L Mathematics utilizing a game-based learning (GBL) approach.