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ERIC Number: EJ1417485
Record Type: Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
EISSN: EISSN-1306-3030
Online Game-Based Learning in Mathematics Education among Generation Z: A Systematic Review
Riyan Hidayat; Tay Ying Qi; Putri Nur'Afrina Binti Tajul Ariffin; Mohamad Hafizullah Bin Mohd Hadzri; Lin Mei Chin; Jacqueline Lee Xuan Ning; Nurihan Nasir
International Electronic Journal of Mathematics Education, v19 n1 Article em0763 2024
In contemporary education, game-based learning (GBL) has become a captivating instructional method applied across various academic subjects, including mathematics. The utilization of online GBL in mathematics education constitutes a segment of the activities that mathematics educators can employ during their lessons to teach students and enhance their educational progress. The primary goal of this study was to examine recent research endeavors involving the use of online GBL in mathematics education for Generation Z cohort. To achieve this objective, a systematic review (SR) was carried out to investigate the types of online games employed, analyze previous research methodologies, and explore the educational contexts relevant to mathematics education that align with the needs of Generation Z. An SR process was conducted to gather relevant articles from three databases, namely Science Direct, Scopus, and Springer. Full-text articles were meticulously assessed based on predetermined eligibility criteria. The review revealed many online games suitable for mathematics education, including Augmented Reality, Digital Inquiry Game, E-Rebuild, Math-Island Game, NanoRoboMath, Quizizz, and Wuzzit Trouble. The incorporation of online games in mathematics education offers numerous advantages.
International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A