SynthesisFrontiers in psychology2023
Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review.
Synthesis in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 66 citations in OpenAlex.
- Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review.Frontiers in psychology · 2023Pooled it
- Development and validation of an oral hygiene education game board (DENTOBOD) among adolescent students in Ibadan, Oyo State, Nigeria.BMC oral health · 2026Article
- Game design as a STEM pedagogy.Journal of microbiology & biology education · 2026Article
- Beyond single scaffolding: a multidimensional scaffolding framework for flow-driven Game-Based Learning.Frontiers in psychology · 2026Article
- The utility of theFrontiers in psychology · 2026Article
- Bringing Numbers to Life and Reducing Anxiety: An Augmented Reality and Haptic Feedback-Based Mathematics Game for Primary School Students.F1000Research · 2025Article
- Influence of primary students' self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics.Frontiers in psychology · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.