PROJECT

Title 1: Solving the Retention Riddle: Developing an

Engaging Educational Math Game to Improve
Learning, Compared to Traditional Methods, with a
Focus on Long-Term Outcome.

M.CHANIKYA
Research Scholar,
Department of Computer Science and Engineering,
Saveetha School of Engineering,
Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, Tamil
Nadu, India. Pincode: 602105.

Dr. NAVAMANI,
Corresponding Author,
Department of Computer Science and Engineering,
Saveetha School of Engineering,
Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, Tamil
Nadu, India. Pincode: 602105.
ABSTRACT :
The goal of this project is to create an adaptable educational math game that emphasizes
multiplication proficiency in order to transform the teaching of primary math. Conventional
approaches frequently result in limited memory and superficial comprehension. By using
adaptive learning and Python, the game provides individualized learning experiences by
modifying tasks and feedback according to each player's performance. According to
preliminary results, the game greatly improves accuracy and long-term retention over
conventional techniques. Through customized assistance, the game enables learners to
become proficient and self-assured in multiplication while expanding their conceptual
knowledge. This study advances evidence-based approaches to math education, opening the
door to better teaching strategies and enhanced mathematical performance on the part of
students. This initiative represents the cutting edge of cutting-edge educational technology in
a time when personalized learning is becoming more and more important. The math game
makes sure that every student receives education that is specific to their requirements and
learning preferences by utilizing the power of adaptive learning. Moreover, the dynamic
quality of the game encourages motivation and engagement, which improves learning results
and maintains interest in mathematics. This initiative seeks to develop a better grasp of
mathematical ideas in elementary pupils and enhance their multiplication skills by rigorous
empirical research and ongoing improvement, creating a strong basis for their future
academic success.

Keywords :
Adaptive Learning, Educational game, Multiplication
Mastery, Mathematics Education, Personalized
Learning, Python programming, Elementary school,
Student management, Mastery Learning, Adaptive
Algorithms.

INTRODUCTION :
The foundation for future academic achievement in elementary education is laid by the
development of basic arithmetic skills. Among these proficiencies, becoming proficient in
multiplication represents a critical turning point, giving pupils the groundwork required for
increasingly intricate mathematical ideas and analytical thinking. However, it is frequently
the case that conventional approaches to teaching multiplication fail to properly engage
students and develop a thorough, long-lasting comprehension of the material. Even though
they work for some students, rote memorization and repetitive drills frequently fall short of
meeting the needs and diverse learning styles of today's schools.

The shortcomings of conventional methods for teaching multiplication highlight the need for
creative solutions that not only engage students but also adjust to their unique learning styles.
Let me introduce you to the Adaptive Educational Math Game for Multiplication Mastery, a
ground-breaking project that aims to completely transform the way elementary school math is
taught and studied. This project aims to build an immersive, individualized learning
experience that helps students to get a deep understanding of multiplication ideas by utilizing
technology and adaptive learning methods.

The difficulties with conventional multiplication training are what motivated the creators of
the adaptive math game. Multiplication table memorizing by rote is tiresome and
uninteresting for many kids, which makes them disengaged and uninterested in math.
Furthermore, static educational resources frequently fall short of meeting students' varied
requirements and learning preferences, which makes it difficult for many of them to
completely understand multiplication principles. The adaptive math game seeks to provide a
dynamic, interactive learning environment that adjusts to each student's specific requirements
and talents by taking on these problems head-on and promoting deeper conceptual
understanding and long-term memory of multiplication facts.

The adaptive math game gives students a customized learning experience that meets them
where they are and leads them towards mastery by integrating adaptive learning algorithms
and individualized feedback systems. Pupils are exposed to an array of tasks and challenges
that adjust in real-time according to their performance, guaranteeing that they get focused
assistance and reinforcement right when they need it. The addition of gamification
components also raises student motivation and engagement, making multiplication practice a
pleasurable and fulfilling activity.

This endeavor is important for reasons that go beyond teaching multiplication. This research
could influence and mold the direction of basic math education by proving how adaptive
learning technologies can improve mathematical proficiency. Moreover, the adaptive math
game may create the foundation for future academic achievement and lifetime mathematical
fluency by encouraging a better conceptual understanding and a good attitude toward
mathematics.

METHODOLOGY
study and Analysis: Examine current instructional software and games as well as do in-depth
study on the most efficient ways to teach multiplication. Determine the advantages,
disadvantages, and areas where the present strategies might be strengthened.

Establish Learning Objectives: Establish clear learning goals and outcomes for the game,
emphasizing long-term memory, problem-solving abilities, and multiplication fact mastery.
Align these aims with educational objectives and curriculum requirements.

Design and Development: Work together to create the features, content, and organizational
framework of the game alongside instructional designers, educators, and game developers.
Create interactive learning environments and captivating gaming mechanics by applying
instructional design ideas.

Programming and Implementation: To implement the game's functionality and adaptability

features, use programming languages like Python. Utilize adaptive learning algorithms to
tailor the educational process to each student's performance.

Testing and Iteration: To get feedback on the game's usability, efficacy, and engagement,
pilot test it with a varied set of kids. Adjust the game's design in light of user comments and
educational specialists' observations.

Data Gathering and Analysis: During gameplay sessions, gather quantitative and qualitative
data on student performance, engagement, and learning outcomes. Examine this data to see
how well the game accomplishes its learning goals.

Evaluation: Examine how students who play the adaptive math game do in comparison to
those who learn standard methods. Examine important metrics such problem-solving abilities,
accuracy in multiplication mastery, and long-term memory of multiplication knowledge.

Documentation and Dissemination: Keep a record of the project's development process,

evaluation findings, and lessons discovered. Present research findings to the academic
community through workshops, presentations, and publications.

Engagement: By giving students an enjoyable and participatory approach to learn

multiplication, the game raises motivation and engagement levels.
Personalized Learning: By adapting to each student's individual learning style, adaptive
algorithms make sure they get the help and guidance they need.
Mastery: The game helps kids master multiplication facts by providing them with dynamic
challenges and feedback, which lays a strong basis for future mathematical learning.
Accessibility: Students can play the game both inside and outside of the classroom because it
can be accessed online or through digital devices.
\
Technology Access: It's possible that some children won't have access to the equipment
needed to play the game, which could lead to unequal learning opportunities.
Over-reliance on Technology: Learning math skills through hands-on activities and
conceptual understanding may suffer from an over-reliance on technology.
Data Privacy Issues: Gathering and keeping student data for adaptive learning purposes
presents privacy issues that need to be properly resolved in order to maintain legal
compliance and safeguard student privacy.
Effectiveness Across Populations: More research is needed to confirm the game's success
across a range of student populations, including those with learning difficulties or restricted
access to technology. The effectiveness of the game may differ across these groups.
RESULTS :
Enhanced Multiplication Proficiency: Compare the multiplication computation speed and
accuracy of pupils who played the adaptive math game to those who had traditional teaching.
The mastery and fluency of multiplication facts among game players may be higher,
according to the results.
Enhanced Engagement: Use surveys and observational data to gauge how engaged students
are throughout gameplay sessions. The adaptive math game may have led to increased
student engagement, interest, and enjoyment, according to the results.
Personalized Learning: Evaluate how well adaptive learning algorithms meet the demands of
each unique student by customizing the learning process. The findings might show that
students receive specialized training and assistance, which improves learning results.
Long-Term Retention: Assess children who played the adaptive math game again to see how
well they remember multiplication facts over time. Comparing the results to traditional
education, retention may have continued to increase.

DISCUSSION :
The outcomes show how much the Adaptive Educational Math Game for Multiplication
Mastery can improve students' engagement and multiplication skills. The game provides a
promising answer to the problems with conventional teaching methods by offering
individualized and adaptive learning experiences. To determine its efficacy in a variety of
educational contexts and student populations, more research is necessary. It is also necessary
to take into account issues like data privacy and technology accessibility in order to guarantee
fair application and moral application of the game in educational settings.

CONCLUSION:
Students' learning and mastery of multiplication tables could be greatly impacted by the
Adaptive Educational Math Game for Multiplication Mastery. With its adaptive challenges
and tailored learning experiences, the game presents a dynamic approach to math teaching
that can boost students' confidence and skills. Even while issues like access to technology
must be addressed, the game's efficacy can be further maximized with continued
development and improvement. This game has the potential to completely transform math
education and give children the tools they need to succeed in multiplication with sustained
attention to innovation and research.
REFERENCE :
Razak, Z., Yusoff, M. Y. Z. B. M., Raja, R. H., Kamaruddin, A., Abdullah, N. A., & Razak,
Z. (2008, August). A design for an authoring toolbox for instructional gaming material. Vol.
1, pp. 1-6, 2008 International Symposium on Information Technology. IEEE.

Agbo, J. F., Suhonen, J., Oyelere, S. S., & Laine, T. H. (2021). co-creation of minigames in
an online setting to teach computational thinking. 5815–5849 in Education and Information
Technologies, 26(5).

Aleven, V., Koedinger, K. R., Glenn, R. A., and McLaughlin, E. A. (2016). Adaptive
learning technology-based instruction. Handbook of Instructional Design and Learning
Research, 2, 522–560.

Schippers, M. C., and Alexiou, A. (2018). A conceptual framework for digital game
elements, user experience, and learning. Information Technologies and Education, 23, 2545–
2567.
Siakas, K., Lampropoulos, G., and Anastasiadis, T. (2018). Serious games in education and
digital game-based learning. Advances in Scientific Research and Engineering: An
International Journal, 4(12), 139–144.

Erthal, M. J., Starr, E., and J. A. Azriel (2005). Responses, queries, and fabrications: How do
games fit into the curriculum for business education? Journal of Business Education, 81(1),
9–13.

Hendrix, M. and Backlund, P. (2013, September). Are educational games worth the time and
effort? a review of the research on the efficiency of serious games. The 5th international
conference on virtual worlds and games for serious applications (VS-GAMES) was held in
2013 (pp. 1–8). IEEE.
In July 2019, Beaudin, L., and Ratther, O. Playing games: Using game-based learning to
promote empathy. In Worldwide Education (pp. 154–161). Association for the Improvement
of Education through Computing (AACE).

G. Bester and L. Brand (2013). the impact of technology on students' focus and performance
in the classroom. Journal of Education in South Africa, 33 (2).

M. A. Bickhard (2013). Basic elements of development are self-scaffolding and scaffolding.

Children's growth in the framework of society (pp. 43-62). Psychology Press.

Doyle, E., and P. Buckley (2016). Student motivation and gamification. Environments for
interactive learning, 24(6), 1162-1175.
In 2020, Bontchev, B., Antonova, A., and Dankov, Y. Video game design for education that
makes use of tailored learning experiences. Proceedings of the 20th International Conference
on Computational Science and Its Applications (ICCSA 2020), held in Cagliari, Italy from
July 1–4, 2020, Part VI 20 (pp. 829–845). International Publishing Springer.

Moseley, A., and S. Brookes (2012). Educational games that are true to their setting. A
beginner's approach to using games to improve teaching and learning, 91–107.

Bavelier, D., and Cardoso-Leite, P. (2014). Playing video games, attention, and learning: how
can one impact learning and mold attention development? Neurology: Current Opinion,
27(2), 185-191.
Woodford, K. C., Maes, J., and A. F. Chow (2011). Use games to enhance student learning,
retention, and decision-making in "Deal or No Deal" 42(2), 259-264, International Journal of
Mathematical Education in Science and Technology.

Goebel, R., Basu, A., Cheng, I., and Safont, L. V. (2010). Adaptive learning and testing with
multimedia in education. World Scientific.

Marc I. Cicchino, "Using game-based learning to foster critical thinking in student

discourse." Journal of Multidisciplinary Problem-Based Learning, Volume 9, Issue 2, 2015.
In 2020, Cooney, A., and Darcy, E. Examining the educational value of cooperative learning
games beyond the statement "it was fun" University Teaching and Learning Practice Journal,
17(3), 4.

H. Crompton, D. Burke, and Y. C. Lin (2019). Bloom's Taxonomy is used to conduct a

systematic review of PK–12 research on mobile learning and student cognition. 50(2), 684-
701, British Journal of Educational Technology.

System, 23(2), 165–174; Dickinson, L. (1995). Autonomy and motivation: a literature

review.
Tinedi, V., and Djamas, D. (2021). creation of dynamic, multimedia educational resources
that enhance critical thinking abilities. Research Anthology on Students' Development of
Critical Thinking Skills (pg. 507-525). IGI Worldwide.

Fernández-Sanz, L., Pagés, C., Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., &
Martínez-Herráiz, J. J. (2013). Gamification of learning experiences: Results and practical
implications. Education & computers, 63, 380-392.

In March of 2021, Fairuzillah, M. N., and Listiana, A. The Benefits of Memorizing the
Qur'an on Children's Cognitive Intelligence. pp. 334–338 in Proceedings of the 5th
International Conference on Early Childhood Education (ICECE 2020). Press Atlantis.