Acumenous or inquisitional? Towards a new theoretical lens within game-based learning

Abstract

While a body of research has examined the impacts of game-based learning on individuals psychologically and socially, there is little/no research examining the relationship between mathematics, programming and games learning. The kind of learning we can identify when games are used for learning mathematics and programming. To address these gaps, data were collected from two undergraduate courses in a series of focus-group interviews. Results show how interviewees’ successes to learn and play ‘Acumenous Learning’ whilst they struggle to play & understand ‘Inquisitional Learning’. However, evidence suggests that a change in maths educational games alone will not increase learning. A change in the way mathematics is integrated in the curriculum should be re-examined and not left unnoticed. This study proposes a new theoretical lens within games learning, ‘Acumenous’ and ‘Inquisitional’.