Hung CM, Huang I, Hwang GJ. 2014.

Effects of digital game-based learning on students

self- efficacy, motivation, anxiety, and achievements in learning mathematics. Journal
of Computers in Education. 1:151-166.

This article examined how the use of modern technology, specifically digital game-based
learning (DGBL), could aid as educational tools for mathematical learning. The authors
proposed that motivation is a key factor in learning, and through the use of technology, it will
cultivate interest in the students, hence increasing motivation. They also covered selfefficacy, learning anxiety, and learning achievement as contributors to mathematical learning.
This article was informative enough to provide insight regarding the factors affecting
mathematical learning. It also provided good support for the use of DGBL in educational
settings as it appear to be well researched and supported with both relevant and current
sources. Furthermore, this article is written as add on to the previous studies done by the
authors. However despite it being well researched, the authors only posed a one sided view
on the usage of DGBL. They only mentioned the positive effects of DGBL and failed to
mention its possible negative effects (e.g. shorter attention span). As a result, further research
need to be done regarding the negative effects of DGBL if this article were to be used. The
authors also was biased in their presentation of results. Despite not attaining significant
differences in results regarding some factors, the authors still presented it as if it was
significant. Furthermore, they also failed to criticise and fully state the clear limitations of
their study as this would also attribute to the biasness of the article. Also, there are various
ways in which the study could be improved which was not addressed in the article. All in all,
this article is relevant to the topic as it explores the factors contributing to mathematical
learning.