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RESEARCH PAPER
Serious Games in High School Mathematics Lessons: An Embedded Case Study in Europe
1
Department of Mathematics, University of Salerno, ITALY
2
IIS “L. Da Vinci-Nitti”, Potenza, ITALY
Publication date: 2021-04-27
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1963
KEYWORDS
serious gamecase studymathematical competenciestechnological pedagogicalcontent knowledgeinstrumental genesis
ABSTRACT
In this article, we will describe the embedded case study of the European project “E-Magic” carried
out within the Erasmus+ project and which involved 12-16 years old students and teachers from
three nations: “Acharnes Special Education Vocational School” in Athens (Greece), IIS “L. Da Vinci-Nitti”, a high school in Potenza (Italy), and from Gabinete de Modernizao das Tecnologias
Educativas (G.M.T.E.) in Madeira Islands (Portugal). The project is finalized to enhance
Mathematical Competencies by Serious Games learning. We carried out both empirical qualitative
and quantitative methods to highlight Serious Games’ effectiveness, as a teaching methodology,
in motivating students to learn mathematics. We also hypothesize that prompting a strategic way
of thinking within a didactical intervention by game-approach could improve students’ proving
processes and support them in mathematical thinking production. Rabardel’s cognitive
ergonomics and the Technological Pedagogical Content Knowledge model are the lenses for
reading educational experiments’ data. Data seems to show that simulation helps students find
alternative and creative solutions to problems. Therefore, Serious Games’ use in education
promotes significant changes and mental resources activation.
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