Researching Adaptivity for Individual Differences in Numeracy Games

The RAIDING project addresses the fragmentation of research in mathematics education by developing a mobile-based numeracy game that functions as an empirical research platform. The project’s primary thesis is that mathematics games often fail to integrate learning objectives into core gameplay, resulting in superficial educational experiences. By combining expertise from neuroscience, mathematics cognition, and game design, the project aims to create an adaptive environment that models individual learning trajectories and investigates how specific game mechanics influence mathematical skill acquisition.

The research focuses on the development of symbolic number sense in primary education, utilizing an adaptive learner model that adjusts difficulty based on a player's accuracy and response time. The game design incorporates free-to-play elements, such as sessioning and return triggers, to encourage spaced learning and player retention. Unlike traditional educational games that treat mathematics as a secondary task, this platform embeds mathematical challenges directly into the core gameplay loop. The methodology involves iterative development cycles, including small-scale testing and a larger study involving 50 children, to refine the learner model and analytics systems.

Future efforts include a randomized control trial featuring eight game variants to isolate the effects of specific design variables—such as time pressure, uncertain rewards, and moving objects—on learning outcomes. By deploying the game on global mobile app stores, the project intends to collect large-scale data to move beyond the limitations of small, laboratory-based studies. Ultimately, the project seeks to establish a theoretically sound framework for educational game design that prioritizes intrinsic integration of content, providing a robust tool for understanding the mechanisms of effective digital learning.