An Investigation of the Use of 3D Game-Based Learning for Mathematics Education in Sokoto State University, Sokoto, Sokoto State
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- NGN 5000
Background of the study
Mathematics education often presents abstract concepts that can be challenging for students to grasp through conventional teaching methods. At Sokoto State University, integrating 3D game-based learning offers a novel approach to engaging students by combining educational content with interactive gameplay. Through 3D simulations and game mechanics, students can experience mathematical principles in a virtual environment where they solve problems, manipulate variables, and visualize complex equations in three dimensions (Adeola, 2023; Ibrahim, 2024). This method encourages active learning and critical thinking, making abstract mathematical theories more tangible and accessible. The gamification of math learning can increase motivation, reduce anxiety, and provide instant feedback, thereby enhancing overall academic performance. However, challenges such as high development costs, technical constraints, and the need for curriculum alignment may limit the adoption of 3D game-based learning tools. This study aims to investigate the effectiveness of 3D game-based learning in improving mathematics education at Sokoto State University, evaluate its impact on student engagement and comprehension, and propose strategies to optimize the integration of gamified learning into the curriculum (Chinaza, 2023).
Statement of the problem
Mathematics education at Sokoto State University often struggles with student disengagement and a lack of practical application of abstract concepts. Traditional teaching methods do not sufficiently incorporate interactive or visual elements, leading to difficulties in understanding and retaining mathematical principles. Although 3D game-based learning provides a promising alternative by offering immersive and interactive experiences, its implementation is hindered by factors such as high production costs, technical challenges in developing realistic simulations, and misalignment with existing curricular standards. These challenges lead to inconsistent educational outcomes and prevent the widespread adoption of innovative teaching methods. This study seeks to address these issues by evaluating the effectiveness of 3D game-based learning for mathematics education, identifying technical and pedagogical barriers, and proposing optimization strategies that enhance student engagement and learning (Ibrahim, 2024; Adeola, 2023).
Objectives of the study
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To evaluate the impact of 3D game-based learning on mathematics comprehension.
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To identify technical challenges in implementing game-based educational tools.
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To propose strategies for optimizing gamification in mathematics education.
Research questions
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How does 3D game-based learning enhance understanding of mathematical concepts?
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What technical barriers affect its implementation?
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How can the system be optimized to align with curriculum requirements?
Significance of the study
This study is significant as it investigates innovative approaches to enhance mathematics education through 3D game-based learning, offering practical recommendations to improve student engagement and performance in digital learning environments (Adeola, 2023; Ibrahim, 2024).
Scope and limitations of the study
The study is confined to the use of 3D game-based learning in mathematics courses at Sokoto State University. Limitations include high development costs, technical complexity, and variability in student digital proficiency.
Definitions of terms
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3D Game-Based Learning: The use of three-dimensional interactive games to facilitate learning.
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Mathematics Education: The teaching and learning of mathematical concepts and techniques.
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Gamification: The incorporation of game elements into educational content to boost engagement.
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