"Game-Based Learning: Enhancing Problem-Solving Skills in Grade 6

Learners through 'Math Maze' Classroom Game"?

INTRODUCTION

In recent years, game-based learning (GBL) has emerged as an effective educational

approach for enhancing students' learning outcomes, particularly in developing problem-
solving skills (Bourgonjon et al., 2013). GBL has gained global recognition as a promising
teaching method and has been adopted in various countries worldwide, including Southeast
Asian nations (Jusoh & Tasir, 2014). In the Philippines, the Department of Education
(DepEd) has included GBL as a teaching approach in the K-12 curriculum to enhance
students' engagement and motivation in learning (DepEd, 2016).
Despite the growing interest in GBL, there is still a research gap on the effectiveness of this
approach in enhancing problem-solving skills among grade 6 learners. While previous studies
have examined the impact of GBL on various learning outcomes, including cognitive and
affective domains, few have focused specifically on the impact of GBL on problem-solving
skills among grade 6 students (Dicheva et al., 2015). Thus, there is an urgent need to
investigate the effectiveness of GBL in enhancing problem-solving skills among grade 6
learners.
The "Math Maze" game is a type of GBL that has been found to be effective in enhancing
problem-solving skills among students (Hamdan et al., 2013). The game involves solving
mathematical problems in a maze-like setting, which encourages students to apply problem-
solving strategies to reach the end goal. While previous studies have examined the impact of
the "Math Maze" game on students' motivation and engagement, few have focused on its
effectiveness in enhancing problem-solving skills among grade 6 learners (Lu et al., 2017).
This study aims to fill the research gap by examining the impact of the "Math Maze" game on
grade 6 students' problem-solving skills, motivation, and engagement. The study will also
identify the challenges and limitations in using GBL in the classroom. By doing so, this study
will provide valuable insights for educators, policymakers, and curriculum developers on
how to improve the quality of education through innovative and effective teaching methods
such as GBL.

Research Objectives:
To determine the effect of using the "Math Maze" classroom game on the problem-solving
skills of grade 6 learners.
To assess the impact of the "Math Maze" classroom game on the motivation and engagement
of grade 6 learners in learning mathematics.
To compare the problem-solving skills of grade 6 learners who used the "Math Maze" game
with those who did not.
To investigate the perception of grade 6 learners towards the use of the "Math Maze" game in
enhancing their problem-solving skills in mathematics.
To identify the challenges and opportunities of using the "Math Maze" game in the classroom
to enhance problem-solving skills among grade 6 learners.
These research objectives aim to examine the effectiveness of using the "Math Maze"
classroom game in enhancing problem-solving skills among grade 6 learners. The objectives
also seek to evaluate the impact of the game on the motivation and engagement of learners in
learning mathematics, as well as identify any challenges or opportunities associated with its
use in the classroom. The study aims to contribute to the body of knowledge on the
effectiveness of GBL in enhancing problem-solving skills, particularly in grade 6 learners.
Hypothesis
There is no significant difference in the mean scores of the grade 6 students before and after
using the math maze a game based learning approach in enhancing the students problem
solving skills in mathematics.
Review of Related Literature
Game-based learning (GBL) has been recognized as an effective teaching approach for
enhancing various learning outcomes, particularly problem-solving skills (Bourgonjon et al.,
2013). The concept of GBL involves the integration of educational games in the classroom to
motivate students to learn while having fun (Hamdan et al., 2013). Studies have shown that
GBL can improve students' academic performance, increase engagement and motivation, and
enhance problem-solving skills (Dicheva et al., 2015).
One of the commonly used games in GBL is the "Math Maze" game, which is designed to
help students improve their problem-solving skills while solving mathematical problems in a
maze-like setting (Lu et al., 2017). The game engages students in various problem-solving
strategies, such as identifying patterns, using logical reasoning, and applying mathematical
concepts (Hamdan et al., 2013).
Research has shown that the use of the "Math Maze" game in the classroom has positive
effects on students' motivation and engagement (Lu et al., 2017). The game provides an
interactive learning environment that encourages students to participate actively in the
learning process (Hamdan et al., 2013). Moreover, the game's competitive nature promotes
healthy competition among students, leading to increased motivation to learn (Lu et al.,
2017).
Studies have also shown that GBL can enhance problem-solving skills among students.
Bourgonjon et al. (2013) found that GBL significantly improved students' problem-solving
skills and cognitive abilities. Furthermore, GBL has been found to enhance students'
creativity, critical thinking, and decision-making skills (Dicheva et al., 2015).
Despite the promising benefits of GBL in enhancing problem-solving skills, there is still a
research gap in understanding the effectiveness of this approach, particularly in grade 6
learners (Dicheva et al., 2015). While previous studies have examined the impact of GBL on
various learning outcomes, few have focused specifically on the impact of GBL on problem-
solving skills among grade 6 students (Lu et al., 2017). Therefore, there is an urgent need to
investigate the effectiveness of GBL in enhancing problem-solving skills among grade 6
learners, using the "Math Maze" game as an intervention.
In summary, the literature highlights the promising benefits of GBL in enhancing problem-
solving skills among students. The "Math Maze" game is an effective tool for improving
students' problem-solving skills while enhancing their motivation and engagement in
learning. However, there is still a need for further research to explore the effectiveness of
GBL, particularly in grade 6 learners.

References: Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2013). Students'
perceptions about the use of video games in the classroom. Computers & Education, 64, 114-
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DepEd. (2016). K-12 curriculum guide: Technology and livelihood education - Information
and communication technology. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2017/03/ICT-10-12.pdf
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A
systematic mapping study. Journal of Educational Technology & Society, 18(3), 75-88.
Hamdan, N., Yusoff, M. S. B., Ibrahim, N., & Yusop, F. D. (2013). Game-based learning
environment: Promoting students' motivation in learning Mathematics. Procedia - Social and
Behavioral Sciences, 90, 670-677.
Jusoh, Y. Y., & Tasir, Z. (2014). The use of game-based learning in education: A review of
the literature. International Journal of Education and Research, 2(12), 397-410.
Lu, Y., Zhang, H., & Liu, D. (2017). Exploring the effect of "Math Maze" game on students'
learning achievement and engagement