Impact of Educational Video Games on the Development of Meaningful Learning in the Field of Mathematics: A Quasi-Experimental Approach

Abstract

The aim of the research is to determine the impact of video games on the development of meaningful learning in the field of mathematics among students in Regular Basic Education. The research was carried out through a quasi-experimental process and a systematic review of sources. A structured design was used in a pretest and posttest with a one-month application interval, during which three educational video games were used: Strategy, Adventure, and Simulation. The population consisted of 40 students divided into four groups: Three experimental groups and one control group, each composed of ten students. The results showed a significant influence of video games on the development of meaningful learning in the field of mathematics; it was observed that video games function as an educational complement and not as an absolute pedagogical means. The lack of reliability is highlighted due to the inability to control the learning pace of each student, and the possible ethical impacts inherent in education are pointed out. The conclusions show that, although video games can contribute to the development of meaningful learning in the field of mathematics, their use should be considered as part of a comprehensive pedagogical approach and not as the sole teaching and learning tool.