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Students' Perceptions of Game-Based ...

Riley, Melissa.

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Students' Perceptions of Game-Based Learning: The Mitigation of Math Anxiety in Adult Learners in a Stem Math Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Students' Perceptions of Game-Based Learning: The Mitigation of Math Anxiety in Adult Learners in a Stem Math Course./
Author:	Riley, Melissa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	170 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31148708
ISBN:	9798382493923

Students' Perceptions of Game-Based Learning: The Mitigation of Math Anxiety in Adult Learners in a Stem Math Course.
Riley, Melissa.

Students' Perceptions of Game-Based Learning: The Mitigation of Math Anxiety in Adult Learners in a Stem Math Course. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 170 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ed.D.)--Lamar University - Beaumont, 2024.

The purpose of this phenomenological study was to explore the adult students' perceptions of Game-Based Learning's mitigation of math anxiety in a STEM math course at a mid-sized university in Southeast Texas. The participants in this study included 11 students who identified as adult learners with math anxiety taught by the researcher in a STEM math course. Structured interviews were conducted utilizing the math anxiety framework (Luttenberger et al., 2018) with a focus upon antecedent, interacting, and outcome variables. Overall, Game-Based Learning in a STEM math course lowered students' perceived math anxiety. Family pressures, cultural expectations, teachers' attitudes, self-regard, prior knowledge, and interests influenced math anxiety. Game-Based Learning mitigated anxiety through fun, low-stakes, collaborative, competitive activities. Colleges should consider professional development in implementing Game-Based Learning to mitigate math anxiety and increase achievement. Researchers should consider how mitigating math anxiety through Game-Based Learning may improve retention and self-concept in STEM programs.

ISBN: 9798382493923Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Adult learners

Students' Perceptions of Game-Based Learning: The Mitigation of Math Anxiety in Adult Learners in a Stem Math Course.
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