Serious Games to facilitate personalized learning enhanced by technologies, to promote the development of problem-solving skills within shared training paths in the UNITA Alliance Digital Learning Environment

The use of (digital) game-based learning, gamification, and serious games in education is increasingly widespread, providing innovative tools to engage students and enhance their learning experience. These approaches can be effectively supported by digital technologies, which enable more interactive, motivating, learning environments. This thesis presents a set of research activities employing digital, game-based methods to teach and learn Mathematics in a digital learning environment. Mathematics is the subject in which students at all levels of education experience the most difficulty. Previous studies have shown that these difficulties may be caused by a lack of mathematical attitude, which can be influenced by factors such as motivation, interest and anxiety about Mathematics. Regarding the use of game-based learning and serious games for teaching and learning Mathematics, the state of the art reveals a limited number of studies focusing on higher educational levels. Furthermore, the literature highlights the limited availability of validated questionnaires for evaluating such tools. In this study, two serious games were developed: “The murderer at the High-Tech Institute”, focusing on the functions of a single real variable, and “Don't open that spacecraft”, addressing more specific topics related to probability and statistics. These activities were experimented with approximately 360 university students enrolled in non-mathematics degree programmes and 120 upper secondary school students in their penultimate or final year and their teachers, during the 2023-24 and 2024-25 academic years. The research methodology involved collecting and analysing multiple types of data using both qualitative (pre- and post-questionnaires and post-game interviews) and quantitative (game session scores and exams results) approaches. The results show that the digital game-based activities contributed positively to learning outcomes and developed transversal skills for university students. Consistent findings were observed across the different student samples considered, despite differences emerging between degree programmes. Students did not find the use of these technologies difficult and rated usability as the most positive aspect of the experience. However, less satisfactory results emerged with respect to engagement, game appeal and perceived usefulness, indicating room for improvement in future research. Secondary school teachers gave the proposed methodologies a highly positive evaluation, highlighting their positive impact on learning and perceiving the tools as highly usable. However, acceptance of technology did not reach equally high levels. Notable results were also identified in terms of a reduction in math anxiety, suggesting that students experienced lower levels of math anxiety when the discipline is taught in a game-based setting rather than in a traditional instructional context. Furthermore, the study highlighted the potential benefits of emerging Generative Artificial Intelligence tools for teaching and learning in game-based environments. A model for designing digital game based activities in a digital learning environment was developed based on the research conducted, and it is intended to be shared as an open educational resource. The research also addresses needs that have emerged significantly within the UNITA European Alliance, where the use of digital learning environments plays a central role and the sharing of engaging online learning pathways and open educational resources represents one of the strategic priorities. This model includes a reliable questionnaire designed to measure the effectiveness and impact of digital game-based tools in terms of technical and gaming aspects, as well as discipline-specific elements. The topics emerging from this research remain open to further development, particularly given the ongoing expansion and rapid evolution of digital technologies.