A Study of the Impact of video game use on the  Challenging Gamification of Mathematics Skills
Jhon Holguin-Alvarez and Jenny Ruiz-Salazar
Journal of Information Organization , Vol. 14, No. 3, 2024.
DOI: https://doi.org/10.6025/jio/2024/14/3/143-153
Link: https://www.dline.info/jio/fulltext/v14n3/jiov14n3_3.pdf
Abstract:
This paper describes the impact of video game use on the challenging gamification of math skills in second and third-grade students from basic education. These students were categorized into three groups based on the level of cognitive challenge: (a) low, (b) moderate, and (c) control group. All participants experienced some form of COVID-19-related effects, and the outcomes of students in different situations were analyzed in pairs: situation 1 vs. control (first pair) and situation 2 vs. control (second pair). The data was gathered from a series of math tasks with varying levels of cognitive challenge. Students who began with lower cognitive demands improved their ability to solve tasks of moderate cognitive challenge, while those who started with moderate demands saw improvement in functions of higher cognitive challenge. The first pair faced more challenges enhancing their cognitive skills than the second.