Examining the Efficacy of a Physical Board Game for Geometric Transformations

This study examines whether "War of Transformation," a physical board game co-developed by Hong Kong secondary mathematics teachers, can effectively support Secondary 1 students in learning the transformation of two-dimensional figures, namely translation, reflection, and rotation. The authors evaluate the game's design and player experience using a mixed-method approach that combined questionnaires with a focus group, drawing on the MEEGA+ model for educational game evaluation. The motivation is a concern that Hong Kong students show relatively low interest in advanced mathematics despite strong competence, and that traditional exercise-based instruction may further erode motivation.

The sample comprised 112 voluntary students aged 12 to 15 from three public secondary schools of differing mathematical achievement levels: School A (strong), School B (average), and School C (lower). Students played the game at least three times after school, then completed a five-point Likert questionnaire covering usability and player experience. Five students were randomly selected for interviews, and quantitative results were used largely to supplement the qualitative findings. Participants were distributed across all three schools, though the usable questionnaire responses reported in the demographic table total 112 across the three schools (32, 68, and 12 respondents), indicating an uneven distribution weighted toward School B.

Findings were broadly positive. Students rated the game highly for accessibility, operability, and learnability, with roughly 80 to 90 percent strongly agreeing in these areas, and they valued its challenge, social interaction, and relevance. Peer correction during play was described as contributing to a form of "graceful failure," and the physical format encouraged face-to-face discussion. Limitations noted by the authors include the small, non-random set of schools, reliance on perceived rather than objectively measured learning, and the observation that students lacking prerequisite transformation knowledge reported lower enjoyment and attention, suggesting the game's benefits depend on prior preparation.