Needs Analysis to Define a Digital Learning Game Aimed at Coping with Mathematics Anxiety

Abstract

Mathematics anxiety is a well-documented phenomenon affecting students' learning experiences, engagement, and long-term career choices. This research is part of a wider effort to mitigate and prevent mathematics anxiety through the development of a digital learning game, supported by a follow-up teacher professional development programme. Previous research highlights a critical gap in the availability of games specifically designed to mitigate mathematics anxiety and promote learning and emotional well-being.  This paper focuses on the needs analysis phase of a game development process. The research follows the design-based approach, in which the first step involves identifying needs and defining educational objectives. The needs analysis is designed on a multinational basis by an interdisciplinary research team from five European countries. It aims to identify the requirements of teachers and students for the digital learning game based on a literature review, an analysis of mathematics curricula in the five European countries, as well as surveys conducted among teachers, students, and parents. Focus group interviews in these five countries deepen the understanding of teachers’ needs and perspectives. Results from the analysis will guide the design stage and contribute to the creation of game mechanics that align with the learning goals. Later, the game will be iteratively built, tested and improved together with teachers and students.  The needs analysis and definition of game requirements are carried out by a multidisciplinary team using co-design methods. The team includes experts from the fields of mathematics, game development, pedagogy, mental health and co-design. In addition to developing a digital learning game, the game is particularly aimed at supporting emotional well-being and engagement of the player in order to mitigate anxiety related to learning maths. Preliminary results from needs analysis reveal that specific game mechanics, modular design, and a positive psychology approach are considered essential in supporting student´s learning and well- being. The results form the basis for the further game design.