Acumenous Game-Based Learning in Simulation Games

Drawing on a comprehensive theoretical foundation encompassing socio-constructivism, social learning, and motivation, this book offers a new theoretical contribution and sheds light on the transformative power of acumenous game-based learning to reengage learners with Mathematics and Statistics Education. Foregrounding six years of research into simulation games, and exploring inquisitional and acumenous theory, the book ultimately explores the power of science and game-based technologies, applying theoretical knowledge to practice in order to reframe negative connotations associated with mathematical and statistical learning. The chapters explore maths anxiety and resilience, as well as understanding dyscalculia and its ramifications, introducing a novel theoretical framework that will redefine traditional teaching paradigms. Ultimately exploring the powerful potential of simulation games as motivational and pedagogical tools to redress the complex societal problem of negative emotions toward Mathematics and Statistics Education, readers will gain invaluable insights into unlocking new learning opportunities, paving the way for a future where mathematics and statistics become accessible, engaging, and empowering for all. This book is of benefit to postgraduate students, scholars, and academics in the fields of educational technology, mathematics education, and teaching and learning in higher education more broadly.

Souad Slyman is a senior lecturer who served as interim Deputy Head of MOSI (Marketing, Operations, Supply Chain, and Innovation) cluster group, University of Roehampton, UK, as well as a highly experienced business computing educator and researcher.

Part I: Math Dread, Self-Efficacy Empowerment and Negative Emotions through Game-Based Learning 1. Introduction: The Mathematics Dilemma: Overcoming Negative Emotions through Game-Based Learning. 2. Understanding the Power of Theory: Learning, Self-Efficacy, and Games in Education. 3. Exploring The Potential of Game-Based Learning: Theoretical Foundations and Case Studies. Part II: Game Design in Simulation Games and the Transformation of Learning in Statistics 4. Exploring the Power of Game Design: Mechanics, Interactions, and Evaluation Heuristics. 5. Understanding the Power of Statistics: Integrating Simulation Games for Transformative Learning. Part III: Acumenous Game-Based Learning in Simulation Games and Mathematics and Statistics 6. Exploring the Essence of Simulation Games: Game Players' Experiences and Design Attributes for Game-Based Learning. 7. Exploring the Student Experience through a New Theoretical Lens in Mathematics and Game-Based Learning. 8. Exploring the Dynamics of Inquisitional and Acumenous GBL in Students' Experiences with Mathematics and Statistics. 9. Unravelling the Interconnectedness of Empirical Investigations: Acumenous GBL in Mathematics and Statistics Education. 10. Acumenous and Inquisitional Theory.