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141
Математика Volume 64, Mathematics
и информатика Number 2, 2021 and Informatics
MOBILE MATH GAME PROTOTYPE ON THE BASE
OF TEMPLATES FOR PRIMARY SCHOOL
Margarita Gocheva, Elena Somova,
Nikolay Kasakliev, Vladimira Angelova
University of Plovdiv “Paisii Hilendarski” – Plovdiv (Bulgaria)
Abstract. The paper presents the rst steps in the creation of a package with
mobile math educational games for primary school. Examples of mobile math
learning games in primary school are examined. The role of games and especially
mobile games in learning and game specic elements are presented. Classication of
game problems with 13 types, suitable for mobile software development, is shown.
For each type, the software template is designed and developed, appropriate for the
target group. The prototype of an educational game on the base of the templates
is created, where learners have to pass levels, solve math problems and receive
bonuses and virtual rewards.
Keywords: game-based learning; mobile learning games; templates for mobile
educational games
1. introduction
Today’s children are no longer referred to as “digital kids” but rather as “mobile
kids” (Leonardou, 2016) because mobile phones become an integral part of the
daily culture for the young generation and change all spheres of their life. Children
use mobile phones and other mobile devices from a young age for a variety of ac-
tivities – playing games, watching videos, searching or sharing information, com-
municating with friends, etc. Using mobile devices in learning gives many benets
such as easy communication, accessibility anywhere and anytime, personalization,
numerous online services, own pace of learning and good replacement of tradition-
al classroom in extreme situations, as it is today.
Games are an important part of every child’s life. The fact is that games have
a strong motivating force, regardless of the age group, which causes the player to
strive to win, even if he/she has to repeat the game over and over again. In the ped-
agogic, there are thorough and detailed researches on how important it is the role
of games in teaching through which children learn while having fun. Modern learn-
ers want attractive training through the latest technologies and tools. They tend to
learn from different sources like questionings, ndings, constructing, interaction
and having fun (Hartono, 2016). That is why contemporary training has to change
Educational Matters
Научно-методически статии
142
Margarita Gocheva, Elena Somova, Nikolay Kasakliev, Vladimira Angelova
or adapt the pedagogical methods, approaches and strategies and use the learners’
technologies.
The authors’ main research goal is to create a package of mobile math educa-
tional games for children in the early stages of education, to support classroom
study or to develop math skills while having fun at home. The authors intend to
conduct their rst experiments with 3rd-grade students.
Section 2 shows the state of the art in the eld of mobile game applications in
primary school age. Section 3 describes the authors’ classication of game math
problems, suitable for mobile development. Based on this classication, software
templates are designed and developed (see Section 4). Section 5 presents the devel-
oped game prototype with software requirements, game methodology and imple-
mentation. The article ends with a conclusion which focuses on the contributions of
the study and future plans of the authors.
2. MoBilE gaMEs in PriMary Math Education
A game is a physical or intellectual form of social or individual activity or-
ganized following specic rules. Through the use of games, students can acquire
knowledge and skills in any subject matter. On the one hand, the development of
modern information and communication technologies allows many well-known di-
dactic games to become digital games, which can be successfully used for the real-
ization of cognitive activities, motivating children to study actively and to support
the learning content. On the other hand, statistics (Stoimenovski, 2016) indicates
that the largest shares of downloaded mobile applications are freeware and the most
numerous of downloaded applications are games.
Mobile learning (m-learning), as a form of e-learning based on portable devices,
gives some advantages such as accessibility, availability, personalization, collabo-
ration, and much more (Kasakliev, 2015). It provides many opportunities for a team
or personal, formal or informal, spontaneous and situated learning. By combining
both m-learning and mobile games, it will provide the user with a new experience
like no other (Diaha, 2010).
Recent studies conducted to explore the effectiveness of math games in learning
motivate us to use mobile games in learning mathematics especially, at the pri-
mary level. An empirical study (Jagušt, 2018), conducted on three different types
of gamied learning activities – competitive, collaborative and adaptive, shows
that gamied activities contributed to the increase of student performance levels in
math learning.
The games (AlKhateeb, 2019) display the academic material in an interesting and
enjoyable way, like the photos, drawings, sound effects, and motion overlap in an at-
tractive manner, which makes the student active, effective and willing to learn. On the
other hand, the mobile games allow the student a chance of gradual and self-progress
in the scientic materials, according to his/her ability in achieving the educational
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Mobile Math Game Prototype...
tasks and realizing the winning in every level of the game. They handle the same
concept many times in different ways, and in more than one of the game levels.
A survey (Kraleva, 2017) presents the views of children (from 4 to 13 years old)
in Bulgaria on the possibilities and characteristics of the interface of the mobile
applications. Educational mobile games should have proper guidance and learning
design (Hwang, 2015) otherwise, their learning performances could be disappoint-
ing.
The authors of several mobile math games showcase their best practices and
core application capabilities. Mobile math game “Color switch” (Batzogiannis,
2018) for practicing basic math skills is developed on the base of levels.
Some games propose an adaptation of the next level on the base of learner’s re-
sults from the previous level, e.g. (Gaggi, 2018) presents an adaptive mobile math
game for primary school, for developing skills in the multiplication table.
Authors of the mobile app Hi-Math (Yussop, 2019) present the effectiveness in
improving arithmetic skills in the third year at school.
Mathematics is often a hard subject for children, especially because they are
usually not able to perceive any concrete connection between math and the real
world. There is a rift between what they do for fun and what they are required to
do at school. (Gaggi, 2018) develops “Pizza al Lancio”, a serious game to help
children understand fractions, where game tasks are presented in the context of the
interesting pizza story.
Other authors use more interesting game elements like nishing challenging
missions and using dynamic assessment in role-playing math games of (Shih, 2018)
for solving math problems.
A framework, presented in (Handal, 2013), with educational math apps, classi-
ed according to their instructional role – emulation, simulation, guided discovery,
measurement, drawing/graphing, composing, informative, drill and practice, and
tutorial apps. The apps are also grouped into three clusters: explorative, produc-
tivity and instructive tools, each of the clusters with its mobile learning pedagogy.
Most of the applications are tested with measurement of learners’ skills be-
fore and after the software usage (Yussop, 2019). Research (Brezovszky, 2019),
comparing results (through pre- and post-tests) of traditional math teaching with
traditional teaching enriched with gameplay using the Number Navigation Game
(NNG), shows that the group, using games has outperformed the group, using only
the traditional approach of learning.
The game specic elements are determined in (Somova, 2016), which can be
used in game-based learning (incl. gamication, where is the accent of (Somova,
2016)) to increase students’ motivation: story, level, challenge, hidden treasure,
reward, bonus, combo, badge, game rules and socializing activities. In our rst
prototype, we will implement the following game elements: story, level, challenge,
reward and bonus.
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Margarita Gocheva, Elena Somova, Nikolay Kasakliev, Vladimira Angelova
3. classification of gaME Math ProBlEMs
A thorough study (Gocheva, 2020) of the games for preschoolers and in the ear-
ly educational stages is done, mainly on Google Play and the App Store. 66 games
have been reviewed, most of them are in English, which limits their use because of
the language barrier at this age. Some applications have multilingual support, but
most do not support Bulgarian. Most of the games are free and the rest are either
fully or only part of the levels paid. Particular attention is paid to the games in Bul-
garian, which are intended for training in mathematics and Bulgarian for the age
group of 5 to 10 years. Also, the applications satisfy the State Educational Require-
ments of the Republic of Bulgaria in only a very small proportion, most of which
cannot cover even one area.
We propose a classication of game types of mathematical problems, suitable
for implementation as mobile gaming applications to support primary school math-
ematics education. The classication is based on the classication proposed by
(Raikova, 2011) and the recommendations for the preparation of e-resources in
(Totkov, 2014). The classication contains 13 types of game assignments that are
suitable for young students, divided into 8 categories.
Types of math game assignments are:
1. Multiple choice
1.1. Multiple choice of images – students make а choice between several images
with math expressions, but only one is the correct answer.
1.2. A choice between parts of an image – students make а choice between parts
of an image to solve the math task, but only one is the correct answer.
2. Alternative answer
2.1. Alternative answers – students indicate whether or not a math statement is
true or false.
3. Multiple answers
3.1. Multiple answers between images – students make multiple choices be-
tween several images with math expressions and not only one is the correct answer.
3.2. Choices between parts of an image – students make multiple choices be-
tween parts of an image to solve the math problem and not only one is the correct
answer.
4. Ordering objects
4.1. Establishing order between the images (texts) – students have to solve some
math problems and then order the answers in some sequence.
5. Matching
5.1. Matching (1 to 1) between two types of objects (text-text, text-image, im-
age-image) – students have to solve several math problems and then make the cor-
responding matches 1 to 1.
5.2. Matching (1 to many) between two types of objects – students have to solve
several math problems and then make the corresponding matches 1 to many.
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Mobile Math Game Prototype...
6. Filling in elds with multiple choice
6.1. Multiple-choice elds without repetition – students have to solve several
math problems and then ll the answers in the elds without repeating.
6.2. Multiple-choice elds with repetition – students have to solve several math
problems and then ll the answers in the elds with possible repeating.
7. Filling in elds in a template
7.1. Short answer - students have to solve a math problem and then write the
correct answer with numbers or characters.
7.2. Filling in an open answer template – students have to solve several math
problems and then put the answers in a template (table, image or text).
8. Open answer
8.1. Open answer – students have to solve several math problems and describe
them as a free format solution.
9. Mixed answer type – unsuitable for the age group.
4. gaME tEMPlatEs
The appropriate game template for each game type, from the above classica-
tion, is designed and developed – a total of 13 templates. The design of the tem-
plates is consistent with the age of our target group - colourful, funny and with a
lot of images.
Basic mobile applications for each template are implemented with the following
functionality:
– Visualization of the math problem on the learner’s mobile device;
– Interactivity with the learner – solving the problem through the favourite
child actions “click” and “drag and drop” to choose and order, and very rarely
through writing answers to ll in elds;
– Assessment of the learner’s answer – for every wrong answer, the player will
receive a sound and a Toast message with text “wrong”, and for the correct answer
will receive a Toast message with text “correct”;
– Giving stimulus for several correct answers – the player will receive praise
and reward in the form of virtual goods (bullions, stickers, balloons, reworks,
etc.).
4.1. Template interface
Some examples of the designed application interfaces are shown in this section.
Figure 1 presents a math problem from type 1.1, where the learner has to click on
the correct balloon. Math problem from type 3.1 is shown in Figure 2, where the
student has to put mufns on the exact plate. In the last Figure 3 (type 4.1), the
student has to order the numbers. An example template for type 5.2 is demonstrated
in Figure 4, where the learner has to sort the fruits in the baskets. Figure 5 (for а
problem from type 7.2) introduces a template, where the student has to ll in the
missing numbers, performing some mathematical actions.
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Margarita Gocheva, Elena Somova, Nikolay Kasakliev, Vladimira Angelova
Figure 1. Template for „Multiple choice of images”
Figure 2. Template for „Multiple answers between images“
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Mobile Math Game Prototype...
Figure 3. Template for „Establishing order between the images”
Figure 4. Template for „Matching (1 to many) between two types of objects”
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Margarita Gocheva, Elena Somova, Nikolay Kasakliev, Vladimira Angelova
Figure 5. Template for „Filling in an open answer template”
5. gaME dEvEloPMEnt
Our main goal is to design and develop a package of mobile games which sup-
ports math lessons with practical problems in an entertainment environment. Never
mind that we develop educational software, we use game specic elements and
techniques. The prototype of one game is created till now on the base of section
“Addition and subtraction within one thousand without regrouping” of math’s text-
book for 3rd grade in Bulgaria (Angelova, 2018).
The game is organized by levels, to satisfy the natural impulse to achieve or to
conquer new things. Each level contains three game type problems. Problems are
proposed to the learner with a gradual increase in difculty.
For each game template, a preliminary selection of real math problems, suitable
for the target group, is done. Each template is prepared with several values (e.g.
math expressions), to provide automation display of different problem conditions
for each playing of the game.
In each game problem, the learner has to answer a question or to solve some
small math problems, through doing something (drag and drop objects or ll in
with answers) onto the interesting graphical objects (image story of the game).
The following game rules are implemented:
1. Each correctly solved problem gives a bonus of 1 coin.
2. The level can be completed with minimum of 2 correctly solved problems.
3 If the level is completed with 3 correct problems (without any failures), learn-
er receive a reward - a gold bullion.
4. If the learner has not enough correct answers, the level is repeated.
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Mobile Math Game Prototype...
5. If the learner has 3 coins, no matter when the learner can spend them and buy
an additional gold bullion.
6. The game goal is to collect as many gold bullions as possible.
5.1. Requirements
Based on a survey of existing game applications, we place the following re-
quirements on the mobile game package we create:
– The games must comply with the Bulgarian state educational requirements in
terms of methodology and educational content.
– The games must be age-appropriate and therefore have a lightweight and in-
tuitive interface.
– The games must be free of charge and also with user interface in Bulgarian
– The games must lead to achieving of set of learning objectives.
– The games must be creative, intriguing and fun.
– The games should be relatively short to keep the attention of young learners.
– The games should be interactive and animated, if possible.
– The games should support the teacher’s work.
– The games must be autonomously usable by the children at home.
5.2. Methodology
The mobile game proposes a software decision for training math skills at home
or in the classroom, while children are entertaining. Students deal with the same
math concept/skill many times (through repetition) in different ways during game
levels in a variety of math problems. If the student fails at any level, he/she will
repeat the level with similar, but not the same math problems. The learner can play
the same game again and the game will propose similar math problems with differ-
ent conditions.
The mobile application gives a complex learning environment built on real sit-
uations in which the student acquires and consolidates practical experience. Math-
ematics is a difcult and abstract subject for most of the students. Students search
for solutions to math problems in situations as close to real life as possible, which
increase their understandability and applicability of math.
The software is integrated with game elements and techniques that motivate,
engage, activate and entertain young students.
5.3. Technical implementation
The mobile learning game is created using the application development software
Android Studio Version 3.5.3 and Java SE Development Kit 13.0.2 and is tested on
the Android emulator (Pixel 2, with 5 inches screen size, resolution 1080x1920 and
density 420 dpi) and a real device under the Android OS. Minimum requirements
for the user’s device to play the game are OS Android 6.0, RAM 2 GB, 2 Core CPU
and recommended screen resolution 1080x1920.
Android is preferred over the iOS operating system on the base of statistics for
the used mobile operating systems worldwide and in Bulgaria.
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Margarita Gocheva, Elena Somova, Nikolay Kasakliev, Vladimira Angelova
All of the vector images in the game are used under a standard license allowing
for royalty-free use in design. All the images are stored in the Drawable folder in
Android studio. Adobe Photoshop CC was used to design and transform (by col-
ours, sizes, shapes, and text) logos and images.
Animations are set in a way not to prevent students from solving math problems.
The texts in the game are short, mainly to set the problem statement.
conclusion
Educational games are designed to help students understand concepts, learn do-
main knowledge and develop problem-solving skills as they play games. Through
the mobile game applications, students discover a new visually expressive, educa-
tionally impacting and interesting way to study.
A mobile game, which supports the learning of mathematics in primary school
is presented. The game will be able to be used for self-study at home or at school if
the teacher wishes to use the new technologies in the classroom. The paper offers
a game-based approach for learning through mobile games aims to further develop
students’ math skills and to offer an entertaining environment where learning is
easier and fun even for children who do not fancy mathematics.
The mobile gaming environment consists of levels with different math prob-
lems, where game elements like bonuses and rewards are integrated.
Future works will be devoted to add more templates’ designs, to prepare adap-
tive game on the base of student current results, to enrich the game with the usage
of more game-specic elements, to involve teachers in the development process
through automation creation of games by choosing the game type and design tem-
plate and lling in with math tasks, and to implement ordering of different students
game results in the leaderboard.
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Margarita Gocheva, PhD student
University of Plovdiv “Paisii Hilendarski”
4000 Plovdiv, Bulgaria
E-mail: margarita.gocheva@gmail.com
Dr. Elena Somova, Assoc. Prof.
Head of Department “Computer Science”
University of Plovdiv “Paisii Hilendarski”
4000 Plovdiv, Bulgaria
E-mail: eledel@uni-plovdiv.com
Dr. Nikolay Kasakliev, Assoc. Prof.
Department “Computer Science”
University of Plovdiv “Paisii Hilendarski”
4000 Plovdiv, Bulgaria
E-mail: kasakliev.pu@gmail.com
Prof. Dr. Vladimira Angelova
Dean of the Pedagogical Faculty
University of Plovdiv “Paisii Hilendarski”
4000 Plovdiv, Bulgaria
E-mail: vangelova@uni-plovdiv.bg
