When Games Get in the Way: Gamification Approach for Teaching Maths: A Case Study with Undergraduate Tourism Students

This case study examines whether non-digital, game-based learning can increase motivation and engagement in mathematics among first-year undergraduate students in a Portuguese tourism and restaurant management program. The authors, one of whom taught the course, designed or adapted five games, including Fractions Dominoes, Math Twins, Problem Basket, StatPictionary, and the commercial SuperTmatik, to address topics such as arithmetic, rational numbers, measurement units, ratios and percentages, polynomial, exponential and logarithmic functions, and descriptive statistics. The games were incorporated into nine of the course's 22 two-hour classes, and the authors deliberately chose non-digital formats as a counterbalance to students' screen-heavy lives.

The study drew on field notes from the teacher-observer and an online questionnaire completed at the end of the semester. Of the 12 enrolled students, 9 responded, all within the 18 to 21 age range, and the sample was a convenience sample. Analysis was descriptive, using Excel to produce heatmaps, charts, means, and standard deviations. Findings were consistently favorable: no respondent reported disliking the games, all considered them relevant to learning mathematics and recommended their use, and rated statements about increased interest, interactivity, stimulation, involvement, and motivation averaged between 3.8 and 4.4 on a five-point scale. Problem Basket, focused on ratios, proportions, and percentages, was the most preferred game.

The authors conclude that non-digital game-based learning fosters a more positive attitude toward mathematics and recommend its adoption, while acknowledging that the small sample severely limits generalizability. They call for larger studies examining specific learning outcomes, other subjects, and diverse student populations.