From games to gains using geogebra: investigating microgames and augmented reality in affecting student motivation, confidence and problem-solving strategies in learning mathematics

Rosidah R., Miftach Fakhri M., Naufal M. A., Machmud M. T., Fadhilatunisa D., Arifiyanti F., ...daha çox

Education and Information Technologies, vol.30, no.15, pp.21371-21402, 2025 (SSCI, Scopus) identifier identifier

  • Nəşrin Növü: Article / Article
  • Cild: 30 Say: 15
  • Nəşr tarixi: 2025
  • Doi nömrəsi: 10.1007/s10639-025-13620-7
  • jurnalın adı: Education and Information Technologies
  • Jurnalın baxıldığı indekslər: Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Səhifə sayı: pp.21371-21402
  • Açar sözlər: Augmented reality, Geogebra, Mathematical problem-solving strategies, Mathematics learning, Microgames, PLS-SEM, Student motivation
  • Açıq Arxiv Kolleksiyası: Məqalə
  • Adres: Yox

Qısa məlumat

Despite the increasing use of digital tools in education, limited research has explored their combined impact on both cognitive and affective learning outcomes in mathematics. This study aims to address this gap by investigating the effect of integrating GeoGebra technology through Augmented Reality (AR) and microgames on students’ motivation, confidence, and the application of effective problem-solving strategies in mathematics education. A quantitative methodology with a cross-sectional design was employed, involving 1,148 university students from various regions of Indonesia. The proposed model was validated using PLS-SEM, which confirmed both the measurement and structural models. The evaluation of the measurement model established the instrument’s validity and reliability. The structural model analysis confirmed that AR technology and microgames, when integrated with GeoGebra, significantly enhanced problem-solving abilities. Motivation and confidence were identified as key mediators in this process. Motivation and confidence were found to mediate the relationship between digital tool integration and the development of effective problem-solving strategies. The model explained 62.2% of the variance in student motivation and confidence and 39.2% of the variance in problem-solving strategies, confirming the model’s effectiveness and robustness in capturing the relationships among the constructs under investigation. This study provides new insights into the complex role of technology in mathematics education and emphasizes the importance of adopting advanced digital tools to enhance both cognitive and affective learning outcomes. The findings suggest that educators and policymakers should consider implementing these technologies to create more engaging, effective, and motivationally supportive learning environments. Future research should explore the long-term impact of these technologies and their effectiveness across diverse educational settings.