Wilkie, K. J., & Sullivan, P. (2018).
Exploring intrinsic and extrinsic motivational aspects of middle
school students’ aspirations for their mathematics learning. Educational Studies in
Mathematics,97(3), 235–254. https://doi.org/10.1007/s10649-017-9795-y
Sheldon, K. M., and Prentice, M. (2019). Self-determination theory as a foundation for personality
researchers. J. Pers. 87, 5–14. doi: 10.1111/jopy.12360
Schunk, D. H. (2014). Learning theories: An educational perceptive (6th ed.). NJ: Pearson.
Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in
elementary school: Relationships of student’s personality traits,motivation, and experience with
learning outcomes. PloS One, 13(2), 172–202. https://doi.org/10.1371/journal.pone.0202172.
Tokaç, Ü., Novak, E., & Thompson, C. G. (2018). Effects of game-based learning on students’
mathematics achievement: A meta-analysis. Journal of Computer Assisted learning.
https://doi.org/10.1111/jcal.12347
Pólya, G. (1948). How to Solve it: A New Aspect of Mathematical Method. Princeton, N.J.: Princeton
University Press.
Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and
sense making in mathematics (reprint). J. Edu. 196 (2), 1–38. doi:10.1177/002205741619600202
Pellas, N., & Mystakidis, S. (2020). A systematic review of research about game based learning in
virtual worlds. JUCS - Journal of Universal Computer Science, 26(8), 1017–1042.
https://doi.org/10.3897/jucs.2020.054
Yu, Z. (2019). A meta-analysis of use of serious games in education over a decade. International
Journal of Computer Games Technology, 2019, 1–8.
https://doi.org/10.1155/2019/4797032
Wang, L. H., Chen, B., Hwang, G. J., Guan, J. Q., & Wang, Y. Q. (2022). Effects of digital game-based
STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM
Education, 9(1),1–13. https://doi.org/10.1186/s40594-022-00344-0
Videnovik, M., Vold, T., Dimova, G., Kiønig, L. V., & Trajkovik, V. (2022). Migration of an Escape room–
style educational game to an online environment: Design Thinking methodology. JMIR Serious
Games, 10(3), e32095. https://doi.org/10.2196/32095
Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education: Achievements, cognitive
loads, and views of students. International Journal of Emerging Technologies in Learning
(IJET),11(07), 64. https://doi.org/10.3991/ijet.v11i07.5455
Turgut, S.; Temur, Ö. The Effect of Game-Assisted Mathematics Education on Academic Achievement
in Turkey: A Meta-Analysis Study. Int. Electron. J. Elem. Educ. 2017, 10, 195–206.
https://doi:10.26822/iejee.2017236115
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational
Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and
sense making in mathematics (Reprint). Journal of Education, 196(2), 1-38.
Vankus, P. (2008). Games based learning in teaching of mathemat ics at lower secondary school. Acta
Didactica Universitatis Comenianae Mathematics, 8, 103–120.
Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving
understanding and results of students’ mathematics learning. Frontiers in Education, 8, Article
1088556. https://doi.org/10.3389/feduc.2023.1088556
Smith, J. Q., Jones, M. R., & Brown, C. D. (2018). The Future of Work: Implications for Managerial
Innovation and Resource Management. Business Horizons, 61, 1-12.
Stacey, K. (2005). The place of problem solving in contemporary mathematics curriculum documents.
The Journal of Mathematical Behavior, 24(3–4), 341–350.
https://doi.org/10.1016/j.jmathb.2005.09.004
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’
motivation for their academic achievement—Replicating and extending previous findings. Frontiers
in Psychology, 10, Article 1730. https://doi.org/10.3389/fpsyg.2019.01730
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching
and learning on students' learning performance: A meta-analysis and research synthesis. Computers
& Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and
sense-making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching
and Learning (pp. 334–370). New York: MacMillan.
Schoenfeld, A. H. (2015). Thoughts on scale. ZDM, the International Journal of Mathematics
Education, 47, 161–169. https://doi.org/10.1007/s11858-014 0662-3.
Schoenfeld, A. H. (2019). Reframing teacher knowledge: A research and development agenda. ZDM–
The International Journal on Mathematics Education. https://doi.org/10.1007/s11858-019-01057-5
Wilkie, K. J., Roche, A., & Giannopoulos, J. (2022). Seeing the same fraction concept in different visual
representations. Australian Primary Mathematics Classroom, 27(4), 17-27.
York, T. T., Gibson, C. & Rankin, S., (2015) “Defining and Measuring Academic
Success”, Practical Assessment, Research, and Evaluation 20(1): 5.doi:
https://doi.org/10.7275/hz5x-tx03
Powell, S. R., Stevens, E. A., & Berry, K. A. (2019). Effects of a word-problem intervention on word-
problem language features for third-grade students with mathematics difficulty. Learning Disabilities:
A Multidisciplinary Journal, 24(2), 1–14. https://doi.org/10.18666/LDNJ-2019-V24-I2-9835
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An inte grated theory of whole number and
fractions development. Cog nitive Development, 62, 273–296
Rogers, J., & Révész, A. (2019). Experimental and quasi-experimental designs. In J. McKinley & H.
Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 133–143).
Routledge. https://doi.org/10.4324/9780367852776-11
Polya, G. (1973). How to Solve. 2nd Edn. Princeton: University Press.