Development of GeoExplorer: A Gamification Platform Utilizing Constructivist Approach to Alleviate Mathematical Anxiety

Abstract

Mathematics serves as a foundational skill essential for various technical disciplines within polytechnic institutions, significantly contributing to the development of students’ mathematical problem-solving capabilities. Nevertheless, a preliminary investigation among architecture students indicated a pronounced prevalence of mathematical anxiety, which adversely affects their engagement with mathematical concepts and undermines their academic performance. In response to this critical issue, GeoExplorer was developed as an innovative digital platform that amalgamates gamification techniques with a constructivist learning approach aimed at mitigating mathematical anxiety. This research aims to evaluate the efficacy of GeoExplorer in reducing mathematical anxiety and to assess students' perceptions of the platform's effectiveness. The study sample comprised 29 first-semester architecture diploma students, selected through purposive sampling. A quantitative research design was employed, incorporating pre- and post-intervention anxiety questionnaires, mathematics test and a perception survey to gauge students' experiences, expectations, and satisfaction with GeoExplorer. A Paired Samples t-test was utilized to analyze variations in mathematical anxiety, concentrating on three specific dimensions: Test Anxiety, Numerical Anxiety, and Mathematics Classroom Anxiety. The results demonstrated a statistically significant reduction in overall mathematical anxiety post-intervention, with notable enhancements across all three dimensions. Furthermore, students conveyed positive perceptions of GeoExplorer, underscoring its effectiveness in fostering engagement and enriching the overall learning experience. This study concludes that GeoExplorer is a valuable tool for alleviating mathematical anxiety and supporting constructivist learning, suggesting its potential to enhance mathematical performance among architecture students in polytechnic institutions