The factors that influence the cognitive and affective domains of the students when they are learning

are essential. Therefore, GBL should be implemented successfully in the teaching and learning of
mathematics because it is said to be an excellent platform to improve learning. In short, this research
proves that game-based learning is being increasingly acknowledged and incorporated in T&L. The
cognitive and affective domains are used to classify diverse items. The research instruments employed,
the selection of the research participants, and the game design regarding the influence of game-based
learning are recommended for use in future studies. Sari and Aydogdu, (2023)

https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1105806/full Influence of game-based learning

in mathematics education on the students' cognitive and affective domain

The use of the gamification in instruction as well as the development of basic numeracy skills
can enhance students’ attitude toward problem-solving skills and thus improving their overall
performance in the area of mathematics. It cannot be overemphasized that gamification reflects
a constructivist approach to learning, as it is more student centered. It creates an opportunity to
personalize learning where differentiated instruction can be done much easier. The use of
gamification allows students to be more motivated where they yearn to learn more and become
responsible for their own learning. Clements, D. H., & Sarama, J. (2020)

https://eric.ed.gov/?id=ED608250 Clements, D. H., & Sarama, J. (2020). Gamification and

Mathematics Integrating Gamification into Mathematics Instruction: A Qualitative Exploratory
Case Study. Journal of Research on Technology in Education, 58(4), 407-431.

the contribution of educational games to students' attitudes and beliefs towards mathematics is
also worth investigating. For teachers and teacher candidates to use educational games in
lessons and to create rich lesson environments, pre-service and in-service trainings can be given
for the preparation and implementation of such activities. Xu, W., Xu, M., & Jiang, F. (2024).

Xu, W., Xu, M., & Jiang, F. (2024). Exploring the Effectiveness of Educational Games for
Teaching and Learning Mathematics Among Elementary School Students: A Meta-
Analysis. Educational Technology & Society, 42(1), 33-48.
https://files.eric.ed.gov/fulltext/EJ1357503.pdf

Implementing game-based learning has proven to be an effective means

for student learning. The use of a GBL approach for game design and classroom instruction is a
promising approach for fostering student motivation and engagement
because they afford students multiple means to access material and demonstrate their
conceptual understanding in an enjoyable way. Li, R., Zhang, M., & He, J. (2023)

Li, R., Zhang, M., & He, J. (2023). Game-based learning for fraction addition and subtraction in
elementary school mathematics. Educational Technology & Society, 24(2), 127-
141. https://files.eric.ed.gov/fulltext/EJ1339498.pdf