Off-Course: The Mystery of Teaching Higher Mathematics to Vocational Aeronautic Students.

Abstract

Mathematics education remains dominated by didactic, assessment-driven pedagogies that prioritise procedural competence while often failing to cultivate applied problem-solving skills relevant to professional practice. In response to growing political and educational concern regarding mathematical readiness for life and work, this study explores the potential of immersive game-based learning (GBL) to supplement traditional approaches, shifting the emphasis from knowing mathematics to doing mathematics. Grounded in John Dewey’s (1916) pragmatic epistemology and principles of Joint Practice Development (JPD) (Fielding et al, 2005), the project investigates whether an educational role‑playing game (RPG) can support the meaningful application of higher-level mathematics in an authentic vocational context. The research focused on the design, development, and evaluation of Air Investigation: Numbers at the Scene, an RPG simulation of an aviation accident investigation. The project examined how mathematical concepts could be seamlessly embedded within a narrative to encourage inquiry and reflective problem-solving beyond rote calculation. The curriculum encompasses percentages, unit conversion, trigonometry, circular measurements, and the analysis of vector components, requiring players to employ mathematical critical thinking to solve navigational and forensic challenges. User testing was conducted with 306 post-16 learners across further and higher education. Data were collected through a questionnaire, focus groups, and interviews. Quantitative analysis revealed statistically significant relationships between in‑game progression and knowledge retention, and highlighted the influence of prior mathematics attainment on learning outcomes. Qualitative data revealed significant levels of learner engagement and narrative immersion. Most notably, participants reported a strong sense of authenticity that directly facilitated meaningful learning experiences.  Key challenges that emerged were cognitive load impacting flow for some learners and interface design, particularly regarding calculator functionality. Consequently, the research highlights the need to balance narrative immersion with low-friction UI design. The findings suggest that RPG‑based learning provides a viable and engaging supplement to traditional mathematics education. By situating mathematical reasoning within purposeful, practice-oriented scenarios, this approach supports vocational learners without compromising academic rigour.