An Investigation of the Use of 3D Game-Based Learning for Mathematics Education in Sokoto State University, Sokoto, Sokoto State
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Background of the study
Mathematics education is often perceived as abstract and challenging, which can result in student disengagement and poor comprehension. At Sokoto State University, incorporating 3D game-based learning represents an innovative approach to teaching mathematics by making abstract concepts tangible and interactive. Through immersive 3D simulations, students can visualize complex mathematical theories, engage in problem-solving activities, and interact with virtual models that demonstrate key principles such as geometry, algebra, and calculus (Adeola, 2023; Ibrahim, 2024). Game-based learning incorporates elements of competition, rewards, and immediate feedback, all of which can motivate students and enhance their understanding. The integration of 3D graphics in a game-based environment not only makes learning more enjoyable but also enables personalized learning experiences that cater to different learning styles. Despite these potential benefits, challenges such as high development costs, technical complexity, and curriculum alignment issues may hinder effective implementation. This study aims to investigate the impact of 3D game-based learning on mathematics education at Sokoto State University, evaluate its effectiveness in enhancing student engagement and performance, and propose strategies to overcome technical and pedagogical barriers (Chinaza, 2023).
Statement of the problem
Traditional mathematics instruction at Sokoto State University is often characterized by a reliance on lectures and two-dimensional resources, which can make abstract concepts difficult to grasp. This results in reduced student motivation and lower academic achievement in mathematics courses. While 3D game-based learning offers an innovative solution by creating interactive, immersive learning environments, its adoption is hampered by several challenges. High production costs, technical difficulties in developing realistic 3D simulations, and integration issues with existing curricula limit its effectiveness. Moreover, variability in student access to compatible hardware and differences in digital proficiency further hinder the widespread use of game-based learning tools. These challenges contribute to a learning environment where the potential benefits of interactive mathematics education are not fully realized. This study seeks to evaluate the effectiveness of 3D game-based learning, identify key barriers, and propose strategies to optimize its implementation and improve educational outcomes in mathematics (Ibrahim, 2024; Adeola, 2023).
Objectives of the study
• To assess the impact of 3D game-based learning on student understanding of mathematics.
• To identify technical and curricular challenges in its implementation.
• To propose strategies for optimizing the use of 3D games in mathematics education.
Research questions
• How does 3D game-based learning affect student comprehension of mathematical concepts?
• What technical challenges impede its effective use in the classroom?
• How can the system be optimized to align with curricular requirements?
Significance of the study
This study is significant as it explores an innovative approach to enhance mathematics education through immersive technology. The findings will provide practical recommendations for improving student engagement and learning outcomes, contributing to more effective teaching strategies at Sokoto State University (Adeola, 2023; Ibrahim, 2024).
Scope and limitations of the study
The study is confined to 3D game-based learning in mathematics courses at Sokoto State University. Limitations include high development costs, technical complexity, and variability in student device capabilities.
Definitions of terms
• 3D Game-Based Learning: The use of three-dimensional interactive games for educational purposes.
• Mathematics Education: The study and teaching of mathematical concepts.
• Gamification: The application of game design elements to educational settings.
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