Mobile game-based math learning for primary school

Abstract

The games play a fundamental and leading role in the growth of the child as a person, along with upbringing, living environment, education, and communication. Play and learning are inextricably linked in the period of a child's growth and maturation. The playful approach is fundamental in teaching preschool and primary school children. Modern children of the so-called. Generation Z is open to the world and is quickly getting used to changes in information and communication technologies (ICT). The modern generation of children has a different approach to learning - they are active, searching, and demanding. Students want fast, attractive, high-quality, and effective learning through the latest technology and tools. Mobile devices have now reached such widespread adoption that smartphones and tablets are overtaking traditional desktop computer systems in popularity and application. Тhe use of mobile devices and technology in the learning process is an innovative form of learning. The main goal of this dissertation is to implement mobile game-based learning to support mathematics education in primary school. We hypothesize that such education would be more motivating than the traditional one and would be appropriate to use for self-study outside the classroom as well as a supplemental learning activity in the classroom.

Full text

University of Plovdiv "Paisii Hilendarski"
Faculty of Mathematics and Informatics
Department of Computer Informatics
Margarita Vasileva Gocheva
MOBILE GAME-BASED MATH LEARNING
FOR PRIMARY SCHOOL
ABSTRACT
of a Dissertation for awarding PhD degree
Higher education field:
4. Natural sciences, mathematics and informatics
Professional field:
4.6. Informatics and Computer Science
Doctoral program: Informatics
Scientific supervisors:
Professor Elena Petrova Somova, PhD
Associate Professor Nikolay Marinov Kasakliev, PhD
Plovdiv
2022

The dissertation work was discussed and directed for defense before a scientific jury, at a
meeting of the "Computer Informatics" department at the Faculty of Mathematics and
Informatics of University of Plovdiv "Paisii Hilendarski", on 09.09.2022.
The dissertation "Mobile game-based math learning for primary school" contains 169
pages. The list of used literature includes 146 sources, of which 28 in Cyrillic and 118 in Latin.
The list of author publications on the topic consists of 4 titles.
The defense of the dissertation work will take place on 21.10.2022 at 2 p.m. in the
Conference Hall, the New Building of PU "Paisiy Hilendarski".
Defense materials are available in the Dean's Office of the Faculty of Mathematics and
Informatics, New Building of PU "Paisiy Hilendarski", every working day from 8:30 a.m. to
5:00 p.m.
Author: Margarita Vasileva Gocheva
Title: Mobile game-based math learning for primary school
Plovdiv, 2022

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MOBILE GAME-BASED MATH LEARNING
FOR PRIMARY SCHOOL
Margarita Vasileva Gocheva
The games play a fundamental and leading role in the growth of the child as a person,
along with upbringing, living environment, education, and communication. Play and learning
are inextricably linked in the period of a child's growth and maturation. The playful approach is
fundamental in teaching preschool and primary school children.
Modern children of the so-called. Generation Z is open to the world and is quickly getting
used to changes in information and communication technologies (ICT). The modern generation
of children has a different approach to learning - they are active, searching, and demanding.
Students want fast, attractive, high-quality, and effective learning through the latest technology
and tools.
Mobile devices have now reached such widespread adoption that smartphones and tablets
are overtaking traditional desktop computer systems in popularity and application. Тhe use of
mobile devices and technology in the learning process is an innovative form of learning.
The main goal of this dissertation is to implement mobile game-based learning to support
mathematics education in primary school.
We hypothesize that such education would be more motivating than the traditional one and
would be appropriate to use for self-study outside the classroom as well as a supplemental
learning activity in the classroom.
The problem of the dissertation research consists in improving the preparation of primary
school students with modern tools of m-learning. Motivating students is the main goal of any
educator and mobile game-assisted learning is an effective method, especially in our modern
society. The subject of the study is mobile educational games for the primary school stage and
their integration with appropriate learning material. The main focuses of the dissertation are the
implementation of adaptive approaches to learning and assessment, and the use of appropriate
play elements in the design and context to enhance interest and motivation for learning and to
achieve pedagogical goals in primary mathematics education.
To achieve the main purpose, the following tasks are set:
1. Exploring theories, models, methodologies, systems, and technologies related to the use
of mobile game-based learning with primary school students;
2. Designing a model of a mobile educational game suitable for primary school children;
3. Development of a prototype mobile educational game based on the proposed model;
4. Conduct experiments with primary school students to use the developed game and
analyze the results of the experiment.

4
TABLE OF CONTENTS
Introduction ................................................................................................................................ 5
Chapter 1. Overview and state of research ............................................................................. 7
1.1. Games. Games in education ............................................................................................... 7
1.1.1. Definitions and nature of the game ............................................................................... 7
1.1.2. Didactic games .............................................................................................................. 7
1.1.3. Serious Games .............................................................................................................. 7
1.1.4. Game elements and techniques ..................................................................................... 8
1.1.5. The child's behaviour during the games ....................................................................... 8
1.2. Modern innovative approaches to learning ........................................................................ 8
1.2.1. Game-based learning .................................................................................................... 8
1.2.2. Adaptive learning and teaching .................................................................................... 9
1.2.3. Micro learning ............................................................................................................. 10
1.2.4. Flipped Classroom ...................................................................................................... 10
1.2.4. Just in Time Teaching ................................................................................................. 10
1.2.5. Blended learning ......................................................................................................... 10
1.2.6. Ubiquitous learning..................................................................................................... 10
1.3. Energy efficiency of mobile applications ........................................................................ 10
1.4. Conclusions to Chapter 1 ................................................................................................. 11
Chapter 2. Model of a mobile educational game for children in primary school stage .... 11
2.1. Mobile game-based learning model ................................................................................. 11
2.1.1. Classification of the game tasks ................................................................................. 12
2.1.2. Application of game elements and techniques ........................................................... 12
2.1.3. Application of adaptability ......................................................................................... 14
2.1.4. Application of micro learning ..................................................................................... 15
2.2. Didactic model ................................................................................................................. 15
2.3. Behavioural model ........................................................................................................... 15
2.4. Functional model .............................................................................................................. 16
2.4.1. User functionality ....................................................................................................... 16
2.4.2. Data synchronization .................................................................................................. 17
2.5. Prototype requirements .................................................................................................... 17
2.6. Conclusions to Chapter 2 ................................................................................................ 17
Chapter 3. Programming of a prototype mobile educational game ................................... 17
3.1. Prototyping methodology ................................................................................................. 17
3.2. Research and analysis. Selection of technical tools and means ....................................... 17
3.3. Planning the prototype ..................................................................................................... 18
3.3.1. Plot of the mobile game .............................................................................................. 18
3.3.2. Planning and creating the game design ...................................................................... 18
3.3.3. System architecture ..................................................................................................... 18
3.4. Development of the prototype .......................................................................................... 19
3.4.1. Module “Game environment”..................................................................................... 19
3.4.2. Module “Synchronization” ......................................................................................... 22
3.4.3. Module ”Reports” ....................................................................................................... 23
3.5. Prototype testing ............................................................................................................... 24
3.6. System implementation and maintenance ........................................................................ 24
3.7. Conclusions to Chapter 3 ................................................................................................. 25

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Chapter 4. Experiment - testing the game "Funny Math" .................................................. 25
4.1. Set-up of the experiment .................................................................................................. 25
4.2. Methodology of the experiment ....................................................................................... 25
4.3. Analysis of the experimental results ................................................................................ 26
4.3.1. Results of the survey conducted with students ........................................................... 26
4.3.2. Results of the survey conducted with teachers ........................................................... 27
4.4. Conclusions to Chapter 4. ................................................................................................ 29
Conclusion................................................................................................................................. 29
Contributions to the dissertation ............................................................................................. 29
Prospects for further development .......................................................................................... 30
Aprobation ............................................................................................................................... 30
Publications on the dissertation topic ...................................................................................... 30
List of citations ........................................................................................................................ 30
References ................................................................................................................................. 31
List of abbreviations
ICT - Information and communication technologies
GBL - Game-based learning
GBDL - Game-based digital learning
SER - State Educational Requirements
AEL - Adaptive e-learning
AELS - Adaptive e-learning system
DB - Database
GBL - Game-Based Learning
UI - User Interface
XML - Extensible Markup Language
UML - Unified Modeling Language
MLG - Mobile Learning Games
PHP - Hypertext Preprocessor
URL - Uniform Resource Locator
HTML - Hypertext Markup Language
REST - Representational state transfer
API - Application Program Interface
Introduction
The games play a fundamental and leading role in the growth of the child as a person,
along with upbringing, living environment, education, and communication. Play and learning
are inextricably linked in the period of a child's growth and maturation. The playful approach is
fundamental in teaching preschool and primary school children.
Modern children of the so-called Generation Z are open to the world and is quickly getting used
to changes in information and communication technologies (ICT). They have a different
approach to learning - they are active, searching, and demanding. Students want fast, attractive,
high-quality, and effective learning through the latest technology and tools.
Mobile devices have now reached such widespread adoption that smartphones and tablets
are overtaking traditional desktop computer systems in popularity and application. At the same

6
time, there are also processes taking place in education that follow the trends of ICT
development and that require, along with traditional forms of education, the application of
innovative ones [Kasakliev 2018]. One of these innovative forms is using mobile devices and
technology in the learning process.
Goal and tasks
The main goal of this dissertation is to implement mobile game-based learning to support
mathematics education in primary school. We hypothesize that such education would be more
motivating than the traditional one and would be appropriate to use for self-study outside the
classroom as well as a supplemental learning activity in the classroom.
The problem of the dissertation research consists in improving the preparation of primary
school students with modern tools of m-learning. Motivating students is the main goal of any
educator and mobile game-assisted learning is an effective method, especially in our modern
society. The subject of the study is mobile educational games for the primary school stage and
their integration with appropriate learning material. The main focuses of the dissertation are the
implementation of adaptive approaches to learning and assessment, and the use of appropriate
play elements in the design and context to enhance interest and motivation for learning and to
achieve pedagogical goals in primary mathematics education.
To achieve the main purpose, the following tasks are set:
1. Exploring theories, models, methodologies, systems, and technologies related to the use
of mobile game-based learning with primary school students;
2. Designing a model of a mobile educational game suitable for primary school children;
3. Development of a prototype mobile educational game based on the proposed model;
4. Conduct experiments with primary school students to use the developed game and
analyze the results of the experiment.
Structure of the dissertation
The dissertation consists of a List of abbreviations used, a List of figures, a List of tables,
an Introduction, 4 (four) chapters, a Conclusion, Appendices, a List of author's publications on
the subject, a List of citations noted, List of references used and Declaration of originality.
In Chapter 1. A review and states of the research the concepts of play, didactic play,
and serious play are discussed. A study has been done on the types of serious games - game-
based learning, gamification, etc. It describes the game elements and techniques that are applied
in games, their relation to the types of players, and their possible use in the learning process. It
explores current innovative approaches to learning - game-based learning (including e-learning
and m-learning), adaptive learning (including adaptive learning systems and adaptive testing),
microlearning, flipped classroom, just-in-time teaching, blended learning, and ubiquitous
learning. An overview of existing mobile educational games in mathematics for primary school
is presented. Research has been done in the area of energy efficiency of mobile applications.
In Chapter 2. a model of a mobile educational game for primary school children, a
general model of mobile game-based learning suitable for primary school children has been
created. A classification of game tasks suitable for mobile implementation and the age group of
learners is made. A player (learner) model is proposed based on the following approaches: game-
based learning, adaptivity, and microlearning. Appropriate game elements and techniques are
selected for use in the model. Didactic, behavioral, and functional models are proposed that can
be used to create both a stand-alone game application and a mobile game platform. The
functional, non-functional, and pedagogical requirements to be met by the prototype are
specified.

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In Chapter 3. programmatic implementation of mobile educational game is presented
the process of development of the software prototype of the mobile educational game in
mathematics for primary school children according to the model presented in Chapter 2. The
general architecture of a mobile game-based learning system is presented based on the modules
Game, Synchronization, and Reports. Added descriptions of the file structure, classes, and
methods used in the implementation of the modules. The design of the mobile game based on
templates is proposed. Several software tools were used to implement the mobile application.
The general schema of the local SQLite database is presented. All game functionality and data
synchronization in multiplayer play is described in detail. A web server and a server database
are used for data synchronization. A web application has been implemented that allows the
teacher to get all the information from the game through various reports.
Chapter 4. Experiment. Testing the ,,Funny Maths’’ Mobile Learning Game presents
an experiment to implement mobile game-based learning for Grade 3 primary school students
in a real-world learning environment. All the intended functional features of the developed game
were tested. A questionnaire survey was also conducted with the students and teachers
participating in the experiment, which explored attitudes towards the use of mobile game-based
learning in mathematics in terms of practicality, motivation, design, accessibility, support, and
feedback. The experiment is described through the set-up, methodology, and analysis of the
experimental results and the results obtained from the questionnaires.
In the Conclusion, the results obtained in the experiment are summarized and systematized in
tasks 1.-4., indicating the main scientific and applied contributions of the dissertation. Prospects
for the future development of the dissertation topic are formulated.
Acknowledgements
I would like to express my sincere thanks to my supervisors - prof. dr. Elena Somova
and Assoc. dr. Nikolay Kasakliev for the acquired knowledge and skills, the helpfulness, and
the dedicated support during the whole period of work on the dissertation.
Chapter 1. Overview and state of research
1.1. Games. Games in education
1.1.1. Definitions and nature of the game
A game is a physical or intellectual form of social or individual activity organized
according to some rules. The activity of playing encourages a drive for self-affirmation and
self-improvement, which is crucial for personal development along with the environment,
upbringing, communication, and education.
1.1.2. Didactic games
Playing and learning are inextricably linked in the period of a child's growth and
maturation. The playful approach is basic - basic in the methodology of teaching preschool and
primary school children. Didactic games - a special subgroup of children's games, which is also
called learning games. The book [Pidkasistkii'1996] proposes the following categories of
didactic games: situational games (problem games), competitive games, imitative games,
and role-playing games.
1.1.3. Serious Games
Serious games are games that are used for learning, as a educational approach in different
educational levels, institutions, and organizations (not only in the field of education). According

8
to [Gachkova'2016] they are of the following types: game-based learning, gamification,
organizational-dynamic games, simulation games and edutainment games.
Game-based learning
Games are integrated into learning in the form of an innovative educational paradigm - game-
based learning-GBL and digital game-based learning-DGBL, where games are used as a
medium for teaching-learning content, as well as for testing and assessment [Terzieva'2017].
Numerous advantages of game-based learning over traditional learning are highlighted: it
develops strategic thinking, a sense of confidence in one's abilities, social skills, fast thinking in
a critical situation, creative thinking, the ability to concentrate and retain attention, and improves
the ability to retain the information, etc.
Gamification
Gamification is the integration of game elements and game thinking into non-game
activities [Kiryakova'2014]. Gamification contains the elements of didactic games such as rules,
goals and objectives, results and feedback, challenge, opposition, competition, and interaction.
1.1.4. Game elements and techniques
[Deterding'2011] gives the following definition of game elements: elements that occur in
most games, are associated with games, and play a significant role in games. It also clarifies that
not every element will work in the same way if applied in different contexts.
The authors of [Somova'2021] present detailed lists of game elements and game techniques
used in the gamification of e-learning, which is typical for the board and electronic games. The
following game elements are described: avatar, level, bonus, badge, combo, reward, ranking,
team, resources, time, progress, and status. The following techniques apply to the game: Game
Rules, Time Limits, Communication, Feedback, Mission, Hidden Treasures, Reward System
and Story. [Bartle'1996] defines four types of video game players, which are categorized
according to what most motivates game players: Killers, Conquerors, Explorers and Socializers.
1.1.5. The child's behaviour during the games
There are several studies investigating child behavior and emotions during play, mainly
focused on computer games. Some of the skills that computer games could develop are
highlighted, namely problem solving, logical thinking, quick analysis, decision making, and
memorization. The authors of [Bringula’2014] argue that participants in a computer game
experience mixed emotions that can be both positive and negative.
[Larche'2020] consider the balance between skill and challenge, in the flow (progression)
of a mobile game, and the emotions that accompany the flow (e. g. boredom, frustration, and
excitement).
1.2. Modern innovative approaches to learning
1.2.1. Game-based learning
Contemporary education follows the trends in ICT development, in addition to traditional
forms of education and innovative forms such as mobile learning.
E-learning (e-learning) is learning that uses ICT and the Internet for delivery and/or
management. In this dissertation the following definition is used: e-learning is learning based
on an information process using ICT [Totkov'2014].
An e-learning system (ELS) is an electronic environment that provides the management
of the learning process. These systems are known by different names depending on their
intended use:
- Course Management Systems;

9
- Learning Management Systems (LMSs);
- Course Supportive Systems;
- Learning Content Manager.
There is no precise definition of mobile learning (m-learning). Mirsky [2004] defines m-
learning as an emerging form of distance learning that offers both teachers and learners the
opportunity to interact with the learning material using a wireless device. According to
[Kasakliev'2015], mobile learning is a form of e-learning based on portable devices, which
provides many advantages such as accessibility, availability, personalization, collaboration, etc.
In m-learning, the learner plays an active role in the educational process. It can manage the
learning content according to the state of the environment and the mobile device. A
characteristic feature is that the learner can create their own learning model by determining the
time, place of learning, and what information they need.
Learning through Mobile Learning Games (MLG) is one of the fastest-growing trends
among interactive learning methods. They provide many opportunities for team or individual,
formal or informal learning. Combining m-learning and mobile gaming provides the user with
a new experience like no other [Diaha'2010].
M-learning can be very effective in learning mathematics. Mobile mathematics education
tools can support students' problem solving, enhance understanding of mathematical concepts,
provide dynamic representations of ideas, and promote general metacognitive abilities
[Pierce'2007].
1.2.2. Adaptive learning and teaching
Аdaptive learning is an educational approach that provides learning resources and
activities tailored to the specific needs of the individual learner, which supports better learning.
The aim is to identify the specific needs of a learner and to implement an appropriate
pedagogical strategy to improve the learning process.
Adaptive eLearning (AEL) is a modern educational approach that provides an e-learning
environment that is suited to the needs of each specific learner. According to [Burgos'2006],
AEO is an approach to creating an educational experience for learners and teachers based on
periodically configuring a set of elements in a specific way to support better learning of the
learning material.
An adaptive learning software system aims to tailor some of its key functionalities to the
needs and preferences of learners.
The adaptive tools embedded in e-learning software systems are the main means of
achieving an effective learning outcome by ensuring that learners acquire the required
knowledge to the maximum extent.
Three main types of adaptability of eLearning systems are most commonly identified in
the literature [Velsen'2008]:
- interface-based;
- learning flow-based;
- content-based.
Types of adaptive e-learning systems
According to [Stoyanov'04], an adaptive e-learning system (AELS) is an interactive
system that customizes and adapts learning content, pedagogical models, and interactions among
its participants to meet the needs and preferences of users as and when they arise
Adaptive tests

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Adaptive assessment is a model for assessing learners in adaptive learning systems, in
which a learner is offered appropriate test tasks that match its learning track.
Related to adaptive assessment is the creation of Computerized Adaptive Tests (CATs)
or adaptive electronic tests that are uniquely adapted to each examinee in terms of difficulty
and/or test items.
Computer Adaptive Multistage Testing (CAMT) uses some special terms not used in
other testing approaches, such as module, stage, panel, routing, and path.
The Mobile Adaptive Test (MAT) outperforms Computer Adaptive Testing (CAT) with
its greater flexibility in terms of user mobility. The MAT methodology helps the teacher to vary
the test content and focus on the level of performance of individual learners in an interactive
testing environment.
1.2.3. Micro learning
Micro learning is becoming a very popular trend in education. This educational approach
is implemented based on very short lessons lasting no more than 5 minutes [Janke'2020]. A
micro lesson is a short lesson with a narrow focus that provides instructions and explanations
that students will then link to a lesson that will follow.
1.2.4. Flipped Classroom
The Flipped Classroom is a modern pedagogical method in which the typical classroom
lesson and homework switch places. The term "flipped classroom" is widely used to describe a
classroom system in which lessons for new knowledge are prepared by students independently
at home, and during school activities, learning content is discussed, questions are asked, and
exercises are done.
1.2.4. Just in Time Teaching
Just in Time Teaching (JiTT) and the flipped classroom are two modern teaching
methods that aim to encourage interaction and creativity among learners. These two methods
minimize the dependence on face-to-face instruction and make the time spent in class more
creative and effective [Akhter'2015].
1.2.5. Blended learning
Blended learning has been gaining particular popularity and relevance in recent times.
[Krasnova'2015] defines blended learning as a teaching method that combines the most effective
face-to-face teaching techniques and online interactive collaboration to form a system that
functions in constant correlation and forms a whole.
1.2.6. Ubiquitous learning
Ubiquitous learning (U-learning) is a model of learning through human-computer
interaction in which computational processes are fully integrated with a person's daily activities.
1.3. Energy efficiency of mobile applications
Different components consume different amounts of power in mobile devices. There are
traditional components such as a central processing unit (CPU), light-emitting diode (LED), and
an operating system (OS). In addition to this are the new components built into the smartphone
such as GPS, 3G/4G/5G, and Wi-Fi technologies that are integrated into smartphones and
consume a significant amount of power. [Pereira'2021] presents energy efficiency analysis
techniques and tools in 27 programming languages. [Rua'2019] argue that the existence of a
large set of open-source and executable Android apps represents a huge opportunity for green
software research.

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1.4. Conclusions to Chapter 1
Based on the conducted research, the need for the implementation of a mobile game
application for the primary school stage, complementing the teaching of Mathematics, was
identified.
Chapter 2. Model of a mobile educational game for children in primary school stage
2.1. Mobile game-based learning model
In order to accomplish the main objective of the dissertation we need to choose an
appropriate pedagogical model and to select the methodological approaches;
As a result of the dissertation work, a mobile game application for mathematics
education should be implemented for students in 3. Grade. A cyclic learning model is proposed
(Figure 1.) containing the following steps, which are related:
• Exercise - learners solve problems presented as games;
• Grading - solved problems are graded automatically;
• Rewarding - based on the evaluation "bonuses" are received from the game;
• Support - learners receive it the first time they fail a task;
• Teaching - learners receive micro lessons when they repeatedly fail to solve a given
problem type;
• Ranking - learners are ranked at the end of the game, based on their scores against the
other participants in the game.
The approaches that have been chosen to be applied in the implementation of mobile
learning for the primary stage are:
• game-based learning - uses the motivating power of games;
• adaptive learning - impacts the learning process upon success and failure;
• micro-lesson learning - provides additional learning resources;
• active learning through behavior monitoring - monitors the learners' behavior and
responds appropriately to their activity.
Figure 1. Learning cycle model

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The educational model forms based on three submodels: learning model (learning
achievements), game model (game achievements), and behavioral model.
A formal model of mobile game-based learning is the triple (G, S(d,t), A(d, t)), where
G is the set of learning objectives, S is the set of learning resources, and A is the set of learning
activities that depend on d, the difficulty level, and t, the time to complete the learning with the
corresponding item.
2.1.1. Classification of the game tasks
A classification of the types of game tasks (games) suitable for implementation as mobile
game applications supporting mathematics education in primary school is proposed. Table 1. is
implemented based on a classification proposed by [Sokolova'2005]. The classification contains
13 types of game tasks that are suitable for mobile implementation, divided into 8 categories.
Table 1. Types of game tasks (in mathematics)
2.1.2. Application of game elements and techniques
Game elements and techniques evoke positive emotions while players are having fun
(Table 2). These emotions stimulate the drive to achieve better results.
Table 2. Game elements and techniques used in the learning approach
Game
element
Game technique
Experience/
Emotion before
Experience/
Emotion after
Avatar
changing Identity
challenge, wish for
self-improvement
enjoyment, excitement
Bonus
reward System
purposefulness
happiness, enjoyment
Badge
reward system
purposefulness
satisfaction, pride,
enjoyment
Type of test question / assignment
Game type
1. Multiple choice
1.1. Multiple choice of images (texts)
1.2. Choice between parts of an image
2. Alternative answer
2.1. Alternative answer
3. Multiple choice
3.1. Multiple choice between images (texts)
3.2. Choice between parts of an image
4. Ordering objects
4.1. Establishing order between the images
(texts)
5. Matching
5.1. Matching (1:1) between two types of
objects
5.2. Matching (1 to many) between two types of
objects
6. Filling in fields with multiple
choice
6.1. Multiple-choice fields without repeating
6.2. Multiple-choice fields with repetition
7. Filling in fields in a template
7.1. Short answer
7.2. Filling in an open answer template
8. Open answer
8.1. Open answer
9. Mixed answer type
Unsuitable for the age group

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Leaderboard
reward System
striving for victory,
competitiveness
pride, satisfaction
Combo
reward System
purposefulness
satisfaction, enthusiasm
Reward
reward System
collector's spirit
joy
Resource
reward system
conquering spirit
joy
Progress
progress tracking
purposefulness
satisfaction, pride
Status
current status
tracking
confidence
satisfaction
Level
progress tracking
striving for victory
satisfaction
Team
team work
responsibility,
usefulness
collaboration, enjoyment
Time
time limit
competitive spirit
satisfaction
–
rules of the game
certainty
confidence
Resource,
Message
feedback
need reassurance,
uncertainty
confidence
Message
communication
communicativeness
socially satisfied,
influential
Various
Elements
challenge/
mission/
adventure
conquering spirit,
adventurous spirit
adrenaline, satisfaction
Resource,
Combo
hidden Treasure
discovering spirit,
curiosity
satisfaction
–
story / History
curiosity, imagination
enjoyment
In the game, learners will participate with an avatar instead of their real identity. The game
contains several levels of different types of game templates that are suitable for the respective
mathematical theme.
The game contains several levels of different types of game templates that are suitable for
the respective mathematical theme. An adaptive methodology is implemented depending on the
correctness of the answer, the difficulty of the mathematical problem, and the time to solve it.
Students are given randomly generated math problems (missions) of different difficulty,
depending on the previous mission (Figure 2. ). For completed missions (if answered correctly)
students receive bonus points (or virtual objects) to collect. For each successful mission (solved
task) players get points equal to the current difficulty. In the implementation of the methodology,
coins are used as bonuses. The amount of coins you get is different for each mission difficulty
level and matches the difficulty of the missions: 3 coins for high, 2 for medium, 1 for low, and
0 for failure. The difficulty of the problem depends on the solution time of the previous problem.
After collecting a certain amount of bonuses, learners receive rewards - virtual items or
resources. In the implementation of the methodology for every 6 coins, the students receive as
a reward - 1 gold bar.
For good results, learners get a combo to use as an advantage over other players. In the
implementation, when correct answers are given in less time than the target time, students save
unused time that they can use later (as a combo).
For incorrect answers, students receive help resources: a hint on how to solve the problem
(on the first failure), a video example as a micro-lesson (on the second failure at the same game
level), and the correct answer to a wrong problem (on the third consecutive failure).

14
The game aims to collect the maximum number of virtual objects (coins and gold bars) in
minimum time (i. e. to solve the proposed game problems correctly in the minimum time).
Figure 2. Game level model
After the game is completed, the results of the participants are displayed in a ranking, by
a number of coins won and by time, in case of a tie. Each learner can see his position relative to
the other players and that can prompt him to play the game again to move into a more frequent
position.
Also, at the end of the game, upon successful completion, students can receive a badge
depending on their score.
2.1.3. Application of adaptability
For the dissertation research, adaptive learning content and adaptive learning process
are used. Adaptability is targeted both at learner failure - providing the necessary help to
overcome gaps in the learner's knowledge and skills, and at success - offering motivational
mechanisms to strive for even greater success.
The adaptability offered is based on different types of tasks arranged at in-game levels,
the difficulty of the tasks, the success/failure of the learner, and the time taken to solve the
game tasks.
The methodology of the adaptive approach is represented using an activity type UML
diagram in Figure 3. where the following notations are used: d - difficulty; dmax - maximum
difficulty; dmin - minimum difficulty; t - target time; tu - time used; ts - time saved.

15
Figure 3. Methodology of adaptive learning process
2.1.4. Application of micro learning
This work proposes a microlearning approach to teaching. The proposed mobile game
model uses short text hints on how to solve the problem (on the first failure), on the second
failure at the same level of the game - a video example (micro lesson), and on the third failure
- the correct answer to the wrong math problem.
2.2. Didactic model
The learning process is a unity of its closely interrelated components. The key component
of the learning process is the learning goals that must be achieved and that must lead to the
desired learning outcomes. Learning objectives are achieved through the use of learning
content (learning resources and activities of different kinds) that integrate different methods,
tools, and forms of learning and teaching.
The idea of a learning model can be defined as a whole, the functioning of which ensures
the mastery of specific learning content, consisting of the components - objectives, methods,
means, forms, and results, through applied pedagogical principles and rules.
The proposed model of mobile game-based learning is based on most of the listed didactic
principles.
2.3. Behavioural model
In order to analyze a child's emotions and behavior during or after a learning game, certain
data is needed. This is why two approaches can be taken in collecting this data - self-reporting
of the data or automatic data collection. In the present work, the second approach is chosen to

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be used - data is reported and collected during the game, which is implemented automatically
with the appropriate software. The aim is to collect data from the learner's actions and/or
interactions with the environment, based on which various conclusions can be drawn related to
the child's emotional state, the child's independence of work, etc. Possible data that can be
collected automatically are, for example, the noise level (in decibels) around the mobile device,
the number of sudden movements of the mobile device, the number of switches to other
applications, and the presence of a connection to a WiFi network and the Internet. Different
combinations of behavioral characteristic values can define different behavioral profiles.
2.4. Functional model
Functional modeling is a comprehensive process of building a picture of how a system
works. The proposed functional model includes a description of the design and development of
the educational game prototype. The model possesses functionality based on didactic
methodologies for realizing a prototype of a mobile educational game. The main idea is to use
the prototype on different mobile devices, in order to educate, exercise, test, and entertain
learners, in the classroom or at home. The proposed functional model is developed in two
directions - building a user functionality and data synchronization.
2.4.1. User functionality
Using a UML diagram of the use case type in Figure 4. the game and the interactions of
the participants are described.
Figure 4. Game and roles

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Two main roles stand out - the students/players and the teacher:
❖ student (learner) - main participant in the game. It is a user who logs into the game with
a chosen avatar. His main role is to go through all the levels of the game, to learn
something new, or practice already learned tasks in a fun way while playing.
❖ teacher (educator) - a user who is authorized by the system administrator and has been
granted access rights to the administrative environment of the platform.
2.4.2. Data synchronization
Data synchronization is an information process that is the harmonization of information
on all devices. In the proposed model, each player who completes his game participates in a
leaderboard. Rankings can be local - only for players who have used the specific mobile device
and global for all players on an unlimited number of devices. Mobile applications send requests
to the web server. The received requests are processed by the web server, communicating with
the server database. The data is sorted by specific criteria (according to the query) and returned
as a response on demand to mobile devices. A synchronized ranking is displayed for all
participants. In the proposed model, the ranking data is also visualized in a web application.
2.5. Prototype requirements
On the basis of the proposed model, the pedagogical, functional and non-functional
requirements that the prototype must meet are defined.
2.6. Conclusions to Chapter 2
A model of mobile game-based learning in Mathematics for primary stage with adaptive
methodology is proposed.
Chapter 3. Programming of a prototype mobile educational game
3.1. Prototyping methodology
For this dissertation, one of the most popular and commonly applied software development
models, the cascading [SDLC] model, was selected, which includes:
Stage 1. Research and analysis. Researching information and gathering all specific details
of the prototype development.
Stage 2. Planning. Planning of the overall system architecture is performed.
Stage 3. Software Development. This stage involves writing the code, creating the
database, and building the user interface of the application according to the defined
specifications.
Step 4. Software testing. The software is being tested.
Step 5. Implementation and maintenance. Software installation, setup, and
commissioning. Maintenance includes regular version updates.
3.2. Research and analysis. Selection of technical tools and means
Mobile game apps in learning
Based on the conducted research and the identified need for such applications, the age
group for which to create a mobile game application was selected - primary school stage and
specifically 3. Grade. The mobile educational game should have a potential practical
application in Maths classes as a supplementary learning resource or for students to practice
during their free time at home.
Android was chosen as the OS for the prototype mobile educational game under
development.

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Android apps are usually developed in the Java or Kotlin programming language using the
Android Software Development Kit.
Android Studio, Google's integrated development environment that gives access to tools
for creating apps, was chosen. The version of Android Studio used is Android Studio
Bumblebee | 2021.1.1 Patch 3 for Windows 64-bit and Java SE Development Kit 13. 0. 2.
For the specific implementation, for local data storage, the SQLite DB library has been
studied in detail. Android provides full support for SQLite databases.
For remote storage, including synchronization, the proposed model uses web services. For
the hosting process, the Apache HTTP Server. MariaDB is chosen as the DB server, which
will serve as remote data storage.
The general-purpose scripting programming language PHP (Hypertext Preprocessor)
version 7.4.29 was used to develop the web application.
HTML 5 was also used for the development of the web application.
For the prototyping process - creating sketches of each screen of the game, Microsoft Visio
was chosen to build different types of diagrams, schematics, etc.
Adobe Photoshop CC was used to process the images.
For the creation of the micro tutorials, which are short video clips, the tool Filmora Video
Editor 11 - a free video editor was chosen.
3.3. Planning the prototype
3.3.1. Plot of the mobile game
The prototype of the created math game is intended for children in the primary stage of
education – 3rd grade. The game consists of 8 levels whose interface is based on different types
of templates. The learning activities are implemented through missions - mathematical
problems that are randomly generated (by the system). There are 3 types of difficulty (1, 2,
and 3). The game starts with medium difficulty (2) and a target time (60 seconds) for each
level. Students form an individual learning path that is unique to each due to the adaptive
approach. The rewards system gives many incentives to students: bonuses, rewards, badges,
combos, resources, and leaderboards. Bonuses (such as coins) and virtual prizes (gold bars)
are awarded. At each level, learners see their current state. The game ends with the final
leaderboard. After the game is completed, each participant's data is sent to a web server. The
idea is to synchronize the data. Sorted data is returned to mobile devices (on-demand) and sent
to a web application.
3.3.2. Planning and creating the game design
The process of planning and creating the game design goes through two stages - creating
sketches (prototyping) and creating templates of each screen.
3.3.3. System architecture
Based on the presented in Chapter 2. model, the overall architecture of the mobile game-
based learning system was created (Figure 5.). System architecture includes a set of structural
modules.
The architecture of the developed prototype contains a "Game environment" module
with several components (layers) that directly interact with the "Synchronization" module,
which in turn interacts with the "Reports" module.

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Figure 5. General system architecture for mobile game-based learning
The “Game environment” module is an Android application of the game type and
contains the following layers: User Interface, Functionality, Databases, and Libraries.
The "Synchronization" module implements a process whereby participant score data and
game data are sent to a web server where it is processed and sent back to the mobile devices.
The "Reports" module contains processed information obtained from the synchronization
module in the form of various sorted data lists that are available to the teacher for evaluation
and analysis.
3.4. Development of the prototype
3.4.1. Module “Game environment”
The game module represents the core module of the overall development of the mobile
game-based system. The module implements the game designed for children in the primary
school stage (grade 3) and developing skills in the field of mathematics. The architecture of the
mobile application contains several layers:
- Layer "User Interface" - a graphical interface visualizing all the elements of the game,
i. e. the contact between the game and the participant happens here;
- Layer "Functionality" - contains all the functionality representing the game logic,
implemented with programming code;
- Layer "Databases" - contains the game DB where the game learning flow data is stored;
- Layer "Libraries" - implements processes and configures settings that are specific to
building and testing Android apps.
Layer "User interface"
The design of a mobile educational game suitable for primary school children is proposed.
The design is based on game levels with tasks for learners to solve during the game.

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For the sketches an interface is proposed at each level, suitable for children who design
corresponding templates (Figure 6.). The design of the templates is tailored to the age of the
target group - it is colorful, fun, and with lots of images. The images in which the tasks are
generated are selected, and they become part of the overall interface of the level, along with the
background and other elements of the screen.
Figure 6. Task implemented using the "Multiple responses from images" template
The data required for the mobile app interface is located in the res directory, which contains
several important subdirectories:
The anim subdirectory stores animations that are used in the game levels. Animations are
xml files that are applied to objects and activated in Java code.
The drawable subdirectory stores all images that are used in the application. The images
are applied as drawable resources.
The raw subdirectory contains all the videos presenting the micro-lessons that are used to
help the student during the game.
The mipmap subdirectory contains the game logo image.
The layout subdirectory contains all the xml files that describe the views and layouts of
the individual game screens.
Layer “Functionality”
The development of the game's programming code starts with a pre-written pseudo-code
that describes the logic of each level, after which the algorithms are implemented using the Java
programming language. The pseudocode serves as a model defining the functionality of each
level - scoring, rewards, difficulty shifting, timing, i. e. defining the game flow.
Based on the proposed pseudocode, the game logic is developed. The developed prototype
by its nature aims to present mobile game-based learning with an adaptive methodology. The
overall logic of the game is subordinated to the application of adaptive content and the use of
appropriately selected game elements and techniques to achieve this goal. For each level, classes
have been created for the different difficulty levels: 1-easy (low), 2-medium (medium), and 3-
hard (high), containing the math problems. The game starts with medium (2nd) difficulty and
continues in each subsequent level with different difficulties depending on the scores achieved.
After determining the difficulty in each level, methods are called that randomly generate the
math problems of the corresponding difficulty in the current level - updateText_easy(),
updateText_medium and updateText_hard().
During the game, when the child fails to solve the math problems in a level correctly, it
receives a hint (support), which is a short guidance text. Hints are an element of the

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implemented adaptivity and vary in type depending on the number of errors. After the first hint,
new tasks of lower difficulty are generated for the same level. And on a second unsuccessful
attempt, the child receives a second prompt (support). It is showed in the form of a micro lesson
- a short video to provide more help.
One of the main classes of the developed prototype is StudentResult - model class, which
contains information about the participant and plays an important role in working with the game
DB. The class contains a method - constructor and several other methods of type Getters and
Setters.
The level_9 class defines methods that are used when finalizing the game. These are
methods that show the total number of coins collected, gold bars won and time spent. Here the
final local and global ranking is generated.
The energy efficiency of the developed application
Based on the research in the area of software energy efficiency, the developed prototype
included most of the recommendations that would make the Java code more energy efficient.
The long type of the variables is mainly used. Complementary types such as shorts are avoided.
Mostly local variables were used rather than static variables. Everywhere an initializing variable
of type int is used in a for a loop.
Layer “Database”
The DB must store all necessary information about the player and his game. At the start of
the game, the player's name and chosen avatar are recorded. The current start date and time of
the game as well as the end date and time. During the game, data is stored about the level
reached, current points (number of coins), and rewards won (gold bars). The time spent at each
level is also stored in the DB as a cumulative total for the final time result, and the remainder of
the time from each level is carried over to each subsequent level. The number and type of
prompts for failure (first and second failure in a level) and at which level the support was
received are also reported. All this data is finally used to create a local and global ranking.
The DB also records data logged by the mobile device, such as: whether the player's device
is connected to a wireless network and whether it is connected to the Internet. In addition, the
number of switches to other applications during the game is also reported. This information is
useful for the teacher in cases where the application is used to check knowledge, i. e. as "alert"
data if the student attempts to "copy". The DB records the noise level in decibels during play as
well as the sudden movements of the mobile device. This data can help in tracking the student's
concentration and emotions.
From all these data, a so-called player behavioral model can be defined that not only
tracks the game's performance from a pedagogical perspective, but also some indicators of the
child's behavior. The teacher can follow the learner's learning path in the mobile environment.
The database of the implemented prototype contains 9 tables. Each of them has a primary
key, and some of them have an external key for connecting to other tables. The overall database
schema of the prototype is presented in Figure 7. using a UML diagram.
The SQLiteOpenHelper class is used to access, create and modify the database. The
onCreate() method is used when creating tables in the database, and the onUpgrade() method is
used when changing the structure of a table. In the developed prototype, the DatabaseHelper
class inherits SQLiteOpenHelper. It defines the implementations of the onCreate(),
onUpgrade(), insertData(), getAllScores(), updateData() methods, etc.

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During the development of the prototype, various requests to the DB were made. The
StudentResult, MyDataListAdapter, DatabaseHelper, and ViewHolder classes are used to
execute and display a query from the DB. The MyDataListAdapter class serves as a bridge
between the UI components and the data source that populates data in the UI component.
Figure 7. General scheme of the prototype database
Layer “Libraries”
The standard Android Studio library Gradle Scripts was used in the development of the
prototype. Each Android project needs Gradle to generate an installation package - an apk file
from the .java and .xml files in the project.
Another library, Volley, has been added to enable reliable data transfer to the web server.
3.4.2. Module “Synchronization”
At the end of the game, each participant should be able to see how they did against all other
participants in the game. The developed mobile application uses a web server (Apache HTTP
server) in order to synchronize data. Of the mobile applications that are in the so-called client
(user) layer of the architecture requests is sent to the web server. The requests sent are GET
requests, using the HTTP data transfer protocol. Internet (connectivity) is required during
the game for successful submissions. The received requests are processed by the web server in
the so-called server layer of the presented architecture. For data storage used the database
MariaDB, independent development of MySQL, the so-called storage layer. The server DB
(gamemath) for remote data storage contains 8 tables.

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3.4.3. Module ”Reports”
The "Reports" module is a web application for the teacher to track and control the learning
process. The developed web application aims to provide access to all recorded game data to
students during and after the game. The architecture is governed by the client-server model,
which defines how components communicate with each other.
The transfer of information between the web browser and the web server is done using the
HTTP protocol, which works on top of the TCP transport protocol. The browser sends an HTTP
request to the server, and in turn, the web server aims to process the data and requests. It connects
to a server database to access the data, then returns an HTTP response to the browser. The result
of the request is displayed in the user's browser as an HTML document.
The developed web application has a responsive web design. The development of the web
application includes several php files: config.php, game_detect.php, teacher_login.php,
teacher_get_info.php, teacher_logout.php.
The tutor logs into the web application with their own account containing a username and
password. After logging in to the web application, the teacher has available various reports
created during and after the game:
- Leaderboard - presents a leaderboard containing the player's name, time (number of minutes
spent in the game app), and number of points (earned for successful missions), sorted first
by the number of points and second by time (if the number of points matches);
- Provided support - a report is displayed for all learners with their received number of hints
(1st and 2nd) and at which levels of the game they were received. The tutor can see which
math problems each student struggled on and provide help accordingly;
- Game duration - a reference is provided with the current start and end date and time for
each player. The tutor can track when the mobile game was played and how long it took each
learner;
- Connectivity to networks - indicates whether learners' devices had access to a wireless
network and the Internet. Through this information, the teacher can detect possible attempts
at "cheating".
Reported player data - this report aggregates the following player information:
- Number of switches to other apps during gameplay - reports the number of times the
student was distracted by other apps during gameplay, which can be interpreted by the
teacher as likely attempts to "copy" when assessing knowledge or lack of concentration;
- Increased Noise Level - The noise level is measured continuously during play and is
reported when the noise above 40 decibels is detected. Based on this information, it can be
inferred whether the game was too noisy (e.g., with more than 10 such detections) or whether
there were "helpers" around the learner if the learner was doing a game test.
- Number of movements of the mobile device (shaking of the mobile device) - this
information could be an indicator of whether the child experienced violent emotions during
the game that led to these reactions.
In Figure 8. the menu for selecting a reference from the tutor is presented.
Using the web application involves sending multiple requests to the server DB and
receiving a response.

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Figure 8. Reports module menu
3.5. Prototype testing
Testing is an essential stage of the overall development of a mobile app or other software
product. The developed software prototype has been tested for correct operation and meets
the intended functional and non-functional requirements. All identified errors have been
corrected. Testing was performed repeatedly on a virtual device (Pixel API 24 emulator,
1080x1920: 420 dp, Android 7. 0 - with horizontal orientation) and on mobile devices with real
users.
3.6. System implementation and maintenance
The implementation is an activity that begins as soon as the code is tested, and confirmed
for release for general use (sale). This activity may include installation, customization, and
additional testing at the customer's site.
The game is available for free download and use via a link on the following website:
http://web.uni-plovdiv. bg/gochev/margarita.gocheva.net/GameMath.apk. To access the web
application, an account must be created with the instructor's username and password.
Software maintenance is just as important as the development itself. Multiple factors
would necessitate maintenance, such as changes/updates to the Android OS requiring
adjustments to apps; user errors; an increasing volume of data; application bugs, and other
undetermined or unforeseen circumstances.

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3.7. Conclusions to Chapter 3
In Chapter 3. the process of developing the software prototype of the mobile educational
game in mathematics for primary school children is presented according to the model presented
in Chapter 2. A general architecture for a mobile game-based learning system based on modules
is described.
Chapter 4. Experiment - testing the game "Funny Math"
In Chapter 4. the results of an experiment are presented, following the steps:
- Defining the goal and steps of the experimental study - the main aim is to test and
validate the developed prototype of a mobile educational game for primary school children in a
real learning environment. The steps to implement the experiment are planned;
- Establishing the context, planning, and organizing experimental setups - Testing is
organized after a discussion with the principal and parental consent for children to participate in
a learning experiment for scientific purposes. The game is installed on multiple mobile devices
for the convenience of children;
- Experimental research - The research was done with 17 students from 3a class of "Yane
Sandanski" Primary School in Plovdiv with class teacher Mrs. Mariana Dzhambazova and 10
teachers in primary school;
- Systematizing the results and selecting appropriate analytical approaches - A
questionnaire was conducted, divided into two areas: a questionnaire for students and a
questionnaire for teachers;
- Analysis and presentation of the experimental results - The results were collected,
processed, and presented in the form of diagrams. A detailed analysis has been made, based on
the surveys conducted and the impressions gathered from the testing itself.
4.1. Set-up of the experiment
An experiment was conducted to implement mobile game-based learning with students in
a real learning environment. The proposed model (Chapter 2.) and the developed prototype
(Chapter 3.) of a mobile educational game in a mathematics lesson with students from the target
age group - 3rd grade in primary school stage are investigated.
The experiment aims to find out whether:
- mobile game-based learning generates interest among the students of the target group;
- mobile educational games are useful and support students' learning in mathematics
classes;
- students' interest in the subject changes after the game;
- the adaptive approach is a good choice in an educational setting, especially in
mathematics, where students often have difficulties;
- educators would use mobile game-based learning if they had such resources as mobile
games.
4.2. Methodology of the experiment
The research methodology is based on questionnaires designed in the form of a survey
form (Google Forms). Due to its nature, participants are divided into two groups - students and
teachers. The survey questions are divided into the following five sections: Practical Relevance,
Motivation, Design, Support and Feedback, and Open-ended Questions.

26
In total, there are 15 questions in the questionnaire for students, 4 of them require a short
answer and 11 are multiple-choice, and 21 questions for teachers, 2 of them require a short
answer and 19 are multiple-choice.
Each of the multiple-choice questions has several possible answers, and for students they
are: - yes - somewhat - no
The participants are asked to indicate the extent to which they agree with the statements in
the survey on a five-point Likert scale:
strongly disagree (SD); disagree (D); undecided (U); agree (A); strongly agree (SA).
4.3. Analysis of the experimental results
Students and teachers first test the game by going through all the levels and then fill in the
surveys.
4.3.1. Results of the survey conducted with students
The proposed questions in the questionnaire are easy to understand so as not to make it
difficult for young students. Table 3. presents the student survey divided into different
categories.
Table 3. Questionnaire by category for students
In the "Practical Applicability" category the results show that 94.1% of learners would
prefer to use a mobile game in a math class. All (100%) students respond that they like learning
through a mobile game and would play it at home. To the question "Did you learn something
new while playing this educational mobile game" 70.6% - 12 children answered yes, 11.8% - 2
I. Practical applicability
1. Did you learn anything new while playing this educational mobile game?
2. Would you prefer to do exercises through a mobile game in math class?
3. Would you play this game at home?
II. Motivation
1. Did you enjoy learning while having fun playing mobile games?
2. Did receiving rewards (coins and golden bullion) make you want to solve more tasks
to complete the game with a better score?
III. Design
1. Did you like the visual design of the game?
2. Did you find the game interesting?
IV. Accessibility
1. Have you used any mobile educational math game before?
2. Was the game difficult?
3. Was it difficult to move from one level to another?
V. Support and Feedback
1. Did the support you received when you got the answer wrong help you?
VI. Open questions
1. How did you finish the game? How many coins?
2. How did you finish the game? How many gold bullions?
3. What did you like most about the game?
4. What did you dislike about the game?

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children answered "somewhat" and 17.6% - 3 children answered yes "no", indicating that for
the majority of the group, the game contributed to the acquisition of new knowledge.
In the category "Motivation" all students (100%) expressed the opinion that they like
mobile game-based learning. 94.1% of them shared that receiving awards motivated them, and
the remaining 5.9% - that it only somewhat intrigued them. As can be seen from popular opinion
- the role of game elements is essential in motivating and awakening the interest of learners.
In the category "Design" the students strongly answered (100%) that they liked the game
design and that they found the game interesting.
In the category "Accessibility" the results of the survey show that 76.5% of students have
already used a mobile math educational game and have experience with such learning. 12 of the
children (70.6%) answered that the game was not difficult for them and it was not complicated
to move from one level to another. The remaining 5 children (29.4%) encountered some
problems with the difficulty of the game and when switching between levels. Using the adaptive
approach by changing the difficulty on each pass/fail has given the learners confidence that the
game is not difficult and they can handle it with ease.
In the category "Support and Feedback" 88.2% of the children (15 children) answered
that the support they received when they got a wrong answer helped them, which is again a
positive assessment of the effectiveness of the adaptive approach.
The "Open Questions" category contains 4 questions, two of which show how students
completed the game and the other two to give feedback on what they liked and disliked about
the game. Children's comments are very positive and this feedback is extremely important when
analyzing and testing a game.
4.3.2. Results of the survey conducted with teachers
The analysis of the survey results is based on the responses of 10 teachers. Table 4. presents
the faculty survey in five categories.
Table 4. Questionnaire by categories for teachers
I. Practical applicability
1. I believe that gamification is suitable for use in elementary education.
2. I believe that the game approach supports the effective achievement of the educational
goals in mathematics in the elementary stage.
3. I believe that the learning process supported by the mobile game develops students'
learning skills.
4. I believe that adaptability in play is a good methodological approach for this age group.
5. I think the complexity of the mobile game is suitable for elementary students.
6. I tend to use game-based learning (including the mobile game) in my teaching work in
combination with traditional teaching.
7. I tend to use the mobile game in practice class (summary on a given section).
II. Motivation
1. I believe that the game approach motivates students during learning in this age group.
2. I believe that the use of different types of rewards (such as coins and gold bullions)
stimulate the interest of learners in solving tasks.
3. I believe that game elements and techniques divert the attention of learners from the
learning activity.
4. I believe that adaptability in play is a flexible approach that motivates every learner -
both in success and failure in learning.

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5. I believe that the way of presenting the educational content in the mobile game meets
the educational needs of the students.
6. I believe that the learning process is supported by the mobile game, awakening
students' interest in mathematics.
III. Design and accessibility
1. I find the game design intriguing enough for students in this age group.
2. I think the game elements are intuitive enough and appropriate for this age.
3. I believe that using game-based design and techniques makes mobile learning more
enjoyable than traditional learning.
IV. Interactivity, feedback and communication
1. I believe that game-based learning promotes student communication and collaboration.
2. I believe that feedback and support in the mobile game encourages learners to address
learning gaps.
3. I believe that game elements and techniques not only support the learning process, but
also serve as entertainment.
V. Open questions
1. What did you like most about the mobile app?
2. What did you not like? Which would you change?
In the category "Practical applicability" all the teachers believe that gamification is
suitable for use in mathematics lessons at the primary stage (60% strongly agree, and 40% -
agree). Absolutely all teachers believe that the game approach supports the effective
achievement of educational goals in mathematics at the primary stage. 40% of respondents tend
to agree strongly and another 40% tend to just agree that they would use gamification in their
teaching activities. Teachers think that the learning process supported by the mobile game
develops students' learning skills (60% of teachers strongly agree and 40% agree). The result
that all (100%) teachers think that the complexity of the game is consistent with the age of the
3rd-grade students is very telling. They also support adaptability as a good methodological
approach in this age group (80% answered that they agree strongly and 20% just agree).
In the category "Motivation" the statement "I believe that the game approach motivates
students during learning in this age group" received 100% positive responses. More definitively,
they believe that the learning process supported by the mobile game awakens students' interest
in mathematics (80% strongly agree and 20% just agree), which again confirms the thesis that
mobile games can be key a supportive tool for both classroom learning and self-study outside
the classroom. The teachers again support the statement that adaptability in the game is a flexible
approach that motivates every learner - both in success and failure in learning (80% answered
that they agree strongly and 20% - that they agree).
In the category "Design and Accessibility" 80% of educators strongly agree that using
game-based design and game techniques makes mobile learning more enjoyable than traditional
learning, and the remaining 20% do not have an opinion." All educators surveyed with their
scores above average stated that the game elements were sufficiently intuitive and appropriate
for this age and the game design was sufficiently intriguing.
In the category "Interactivity, feedback, and communication" the teachers gave positive
opinions to all three statements (80% strongly agree and 20% agree). They also support the
claim that feedback and support in the mobile game encourage learners to address learning gaps,
which is one of the most important features of the developed game.

29
Two questions are proposed under the "open questions" category. It makes an impression
that the elements that teachers like are precisely those that are emphasized in the dissertation
research - the applied adaptive methodology, the timely personalized support of the learner with
appropriate means, and the game design.
4.4. Conclusions to Chapter 4.
In Chapter 4. is presented an experiment on the implementation of mobile game-based
learning for grade 3 primary school students in a real learning environment. Respondents were
strongly positive about the proposed mobile game-based learning.
Conclusion
This dissertation explores models and means and proposes an approach and tools to trigger
positive emotions in learners to motivate them to achieve more learning goals, with higher
outcomes. A model and an algorithm for conducting a learning process in the form of a mobile
game, using pedagogical approaches and technological solutions that adapt to the needs of
learners, are proposed. Within the dissertation research the following main tasks were solved:
1. Exploring theories, models, methodologies, systems, and technologies related to the use
of mobile game-based learning in the primary school phase;
2. Designing a model of a mobile educational game suitable for children in the primary
school stage;
3. Development of a prototype mobile educational game based on the proposed model;
4. Conduct experiments with primary school students to use the developed game and
analyze the results of the experiment.
By solving problems 1. - 4. the main objective of the dissertation research is achieved -
proposing, researching, and testing tools (models, methods, and instruments) suitable for the
implementation of mobile game-based learning, supporting mathematics education in the
primary school stage.
Contributions to the dissertation
The main contributions of the dissertation can be characterized as scientific, scientific-
applied, and applied.
Scientific contributions of the dissertation research are:
1. A general model of mobile game-based learning (including the learner model) suitable
for primary school students has been created;
2. A classification of the types of game tasks suitable for mobile implementation and for
teaching mathematics in primary school has been made.
Scientific and applied contributions of the dissertation research are:
1. An integrated approach is proposed for the realization of learning based on game-based
learning, adaptive learning, learning through micro-lessons, and active learning through
behavior monitoring;
2. A system architecture for mobile game-based mathematics learning for elementary
school is presented.
Applied contributions of the dissertation research are:
1. A software prototype of a mobile educational game in mathematics (including a web
application for learning tracking) was implemented based on the proposed model and approach;
2. An analysis of the opinions of users (students and teachers) was made, based on a
experiment conducted using the created prototype.

30
Prospects for further development
In the near term, the following tasks are on the agenda:
- Creating new mobile games (for other learning content) based on the proposed
architecture;
- Adding interface adaptability;
- Providing multilingual support for the game.
In the longer term, the creation of:
- Adding new features to explore children's emotions during and after play;
- Expanding the target age group;
- Using the proposed methodology in other disciplines.
Aprobation
Results of the dissertation research are presented in 4 (four) publications - 1 (one) in a
specialized journal and 3 (three) - in collections of papers from international conferences. Two
of the publications are indexed in the world database - Web of Science. The other two
publications are indexed in international Scopus databases, published in SJR publications.
Results of the dissertation research were reported at 2 (two) conferences with 3 reports:
• 14th annual International Technology, Education and Development Conference 2020,
Valencia, Spain, INTED2020.
• 10-th international scientific conference “Engineering, technologies and systems”,
AIPCP22-AR-TechSys2021, Пловдив, България.
Publications on the dissertation topic
1. Gocheva, M., Somova, E., Angelova, V., Kasakliev, N., Тypes of mobile educational games for children in
primary school. INTED2020, 14th annual International Technology, Education and Development Conference,
Dates: 2-4 March 2020, Valencia, Spain, Pages: 2291-2300, ISBN: 978-84-09-17939-8, ISSN: 2340-1079.
(Web of Science) DOI: 10.21125/inted.2020.0698
2. Margarita Gocheva, Elena Somova, Nikolay Kasakliev, Vladimira Angelova, Mobile Math Game Prototype
On The Base Of Templates For Primary School, Mathematics and Informatics, Volume 64, Number 2, 2021,
ISSN 1310-2230, eISSN 1314-8532, Образователни технологии. (Web of Science)
DOI:10.53656/math2021-2-2-mob
3. Margarita Gocheva, Nikolay Kasakliev and Elena Somova, An Attempt of Adaptability of The Learning
Process and Content in Mobile Math Educational Game, 10th International Scientific Conference “TechSys
2021” – ENGINEERING, TECHNOLOGIES AND SYSTEMS, Technical University of Sofia, Plovdiv Branch
27-29 May 2021, AIP Conference Proceedings 2449, 070019 (2022), e-ISSN: 1551-7616. (Scopus, SJR=0.189,
H index 75, 2021) https://doi.org/10.1063/5.0090673
4. Margarita Gocheva, Elena Somova and Nikolay Kasakliev, Game-based Approach in Mobile Learning for
Primary School, 10th International Scientific Conference “TechSys 2021” – ENGINEERING,
TECHNOLOGIES AND SYSTEMS, Technical University of Sofia, Plovdiv Branch 27-29 May 2021, AIP
Conference Proceedings 2449, 070005 (2022), e-ISSN: 1551-7616. (Scopus, SJR=0.189, H index 75, 2021)
https://doi.org/10.1063/5.0090671
List of citations
1.Gocheva, M., Somova, E., Angelova, V., Kasakliev, N. (2020). Тypes of mobile educational games for
children in primary school. INTED2020, 14th annual International Technology, Education and Development
Conference, Dates: 2-4 March 2020, Valencia, Spain, Pages: 2291-2300, ISBN: 978-84-09-17939-8, ISSN:
2340-1079, DOI: 10.21125/inted.2020.0698 (Web of Science)
1.1. Skvortsova S., & BritskanT. (2021). Organization of Mathematical Distance Learning in Primary
School. International Journal of Research in E-Learning, 7(1), 1-23, 2021.
https://doi.org/10.31261/IJREL.2021.7.1.06

31
1.2. Abhishek Behl, Nirma Jayawardena, Vijay Pereira, Nazrul Islam, Manlio Del Giudice, Jyoti Choudrie
(2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric
analysis, and future research agenda. Technological Forecasting and Social Change. March 2022
https://doi.org/10.1016/j.techfore.2021.121445 (WoS)
1.3. Kouhi M., Rahmani, M. (2022). Design and Development of a Mobile Application for Teaching Triple
Multiplication to Preschool Children. SN COMPUT. SCI. 3, 156, 2022. https://doi.org/10.1007/s42979-
022-01033-z
1.4. Elif Polat, Sinan Hopcan, Hatice Yildiz Durak, Ergin Tosunoğlu, Mehmet Fatih Pekyürek, Özgür
Yilmaz & Orhan Çakır (2022). A Maths Serious Game for Mobiles: A Study on Design and Development.
In book: STEM, Robotics, Mobile Apps in Early Childhood and Primary Education, Technology to
Promote Teaching and Learning. April 2022. http://doi.org/10.1007/978-981-19-0568-1_20
1.5. Michail Kalogiannakis, Stamatios J Papadakis (2022). Book: STEM, Robotics, Mobile Apps in Early
Childhood and Primary Education. Edition: Lecture Notes in Educational Technology Publisher: Springer
Singapore Editor: Stamatios Papadakis, Michail Kalogiannakis. ISBN:978-981-19-0568-1. May 2022.
http://doi.org/10.1007/978-981-19-0568-1
2.Margarita Gocheva, Nikolay Kasakliev and Elena Somova (2021). An Attempt of Adaptability of The
Learning Process and Content in Mobile Math Educational Game, 10th International Scientific Conference
“TechSys 2021” – ENGINEERING, TECHNOLOGIES AND SYSTEMS, Technical University of Sofia,
Plovdiv Branch 27-29 May 2021, AIP Conference Proceedings 2449, 070019 (2022), e-ISSN: 1551-7616.
(Scopus, SJR=0.189, H index 75, 2021) https://doi.org/10.1063/5.0090673
2.1. Bozhan I. Orozov, Daniela A. Orozova (2021). An AI Application in E‐Learning. Education and
Research in the Information Society, September 27–28, 2021, Plovdiv, Bulgaria, Vol-3061, pp. 76-80.
Published on CEUR Workshop Proceedings CEUR-WS.org, ISSN 1613-0073). http://ceur-ws.org/Vol-
3061/ERIS_2021-art08(sh).pdf (Scopus)
3.Margarita Gocheva, Elena Somova and Nikolay Kasakliev (2021). Game-based Approach in Mobile
Learning for Primary School, 10th International Scientific Conference “TechSys 2021” – ENGINEERING,
TECHNOLOGIES AND SYSTEMS, Technical University of Sofia, Plovdiv Branch 27-29 May 2021, AIP
Conference Proceedings 2449, 070005 (2022), e-ISSN: 1551-7616. (Scopus, SJR=0.189, H index 75, 2021)
https://doi.org/10.1063/5.0090671
3.1. Bozhan I. Orozov, Daniela A. Orozova (2021). An AI Application in E‐Learning. Education and
Research in the Information Society, September 27–28, 2021, Plovdiv, Bulgaria, Vol-3061, pp. 76-80.
Published on CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073).http://ceur-ws.org/Vol-
3061/ERIS_2021-art08(sh).pdf (Scopus)
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