Date of Award

8-21-2023

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Teaching Initial K-6 Licensure

Capstone Instructor

Dr. Oluwatoyin Akinde Fakuajo

Second Reader

Professor Kristin Blevins

Keywords

conceptual understanding, digital game-based learning (DGBL), game-based learning (GBL), gamified, traditional game-based learning (TGBL), traditional instruction

Abstract

This paper analyzed 15 primary, peer-reviewed research articles about how to integrate game-based learning in elementary mathematics to increase conceptual understanding. The purpose of this paper was to inform teachers about how to integrate digital and traditional games, including factors to enhance effective implementation, in a way that increased conceptual understanding. Key factors were gleaned from the articles that had a significant impact on the effectiveness of game-based learning. In Chapter Two, traditional and digital games were divided into two sections to analyze the benefits and drawbacks of each method. These benefits and drawbacks were compared in the Appendices to create universal factors of both traditional and digital game-based learning. These factors included educational context, key characteristics, and the teacher’s role. Research had multiple gaps within the literature that could be filled to enhance the credibility and further validate game-based learning as a viable supplemental tool to instruction in elementary mathematics.

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