INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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Overcoming Mathematics Anxiety Through Digital Game-Based

Learning: Bridging Cognitive Engagement and Emotional

Confidence

Nor Kamariah Binti KasminBajuri

, Muhammad Arif Amirun Bin Baharuddin

, Ilyas Iskandar Bin

Jumarin

, Syed Muhammad Harith Bin Wan Ibrahim

Faculty of Computer and Mathematical Sciences, University Technology Mara, Johor Branch, Pasir

Gudang Campus, 81750 Masai, Johor, Malaysia.

Faculty of Mechanical Engineering, University Technology Mara, Johor Branch, Pasir Gudang

Campus, 81750 Masai, Johor, Malaysia.

* Corresponding Author

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.910000372

Received: 15 October 2025; Accepted: 22 October 2025; Published: 12 November 2025

ABSTRACT

Mathematics anxiety has long been identified as a psychological barrier that undermines students’ confidence,

motivation, and academic performance. Traditional interventions have focused primarily on pedagogical

modifications and affective counseling, yet technological innovations now present new opportunities for

addressing the emotional dimensions of learning mathematics. Digital Game-Based Learning (DGBL) has

emerged as a promising approach to enhance engagement, self-efficacy, and conceptual understanding while

reducing anxiety. This paper examines the role of DGBL in mitigating mathematics anxiety through cognitive,

emotional, and behavioral mechanisms. By integrating findings from prior studies on game-based learning,

digital engagement, and mathematics pedagogy, it proposes a conceptual model illustrating how interactive,

feedback-driven learning environments can transform students’ attitudes toward mathematics.

Recommendations for educators and researchers are discussed to guide future implementations of DGBL in

mathematics education.

Keywords— Mathematics anxiety, digital game-based learning, engagement, motivation, self-efficacy,

affective learning

INTRODUCTION

Mathematics anxiety is an enduring challenge that affects learners’ cognitive functioning and emotional

regulation during problem-solving tasks. Students who experience high levels of mathematics anxiety often

exhibit avoidance behaviors, low self-confidence, and poor academic outcomes. Such anxiety not only influences

performance but also restricts long-term educational and professional aspirations, particularly in fields requiring

quantitative reasoning (Serin, 2023). Conventional classroom practices that emphasize speed, competition, and

error-free performance may unintentionally heighten anxiety. Consequently, educators are increasingly adopting

learner-centered and technology-enhanced approaches to create emotionally supportive environments. Among

these innovations, Digital Game-Based Learning (DGBL)—which integrates educational content into interactive

digital games—has gained attention for its ability to stimulate intrinsic motivation and emotional engagement

(Zheng et al., 2024; Wardoyo et al., 2020). The purpose of this paper is to explore how DGBL can be leveraged

to overcome mathematics anxiety. It discusses the theoretical and empirical foundations linking DGBL to

affective learning outcomes and proposes strategies for designing anxiety-reducing game environments in

mathematics education.

LITERATURE REVIEW

Mathematics anxiety is defined as a state of tension and fear that interferes with number manipulation and

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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www.rsisinternational.org

mathematical problem solving. It may stem from negative classroom experiences, high parental or societal

expectations, and the stereotype that mathematics is inherently difficult. Serin (2023) identified cultural

perceptions and educational practices such as time-pressured tests and rigid assessment systems. These

considered as contributors to heightened anxiety levels.

This anxiety has been shown to impair working memory and attention, disrupt information processing, and

reduce persistence in challenging tasks. Students with persistent mathematics anxiety often adopt fixed mindsets,

believing that mathematical ability is innate and unchangeable. Over time, this mindset reinforces avoidance

behaviours and reduces opportunities for practice, creating a self-perpetuating cycle of fear and

underachievement.

CONCEPTUAL FRAMEWORK: DGBL AND ANXIETY REDUCTION

The proposed framework illustrates the pathways through which DGBL mitigates mathematics anxiety.

1. Cognitive Engagement: Interactive gameplay enhances concentration and reduces intrusive anxious

thoughts by immersing learners in problem-solving activities.

2. Motivational Reinforcement: Immediate feedback and adaptive difficulty sustain interest and persistence,

replacing fear of failure with a sense of progress.

3. Affective Regulation: Positive emotions, such as curiosity and enjoyment, counterbalance anxiety,

promoting confidence in mathematical reasoning.

4. Social Interaction: Multiplayer or collaborative game modes promote peer support and normalize

mistakes as part of learning.

Through these mechanisms, DGBL creates a psychologically safe learning space where students can develop

competence and self-efficacy whereby key factors in overcoming mathematics anxiety.

Digitalgame-Based Learning (Dgbl)

DGBL represents the integration of gaming mechanics such as challenges, feedback, rewards, and narratives

which convert into educational contexts to promote meaningful engagement. Prensky (2001) and later studies

conceptualized DGBL as an instructional method that aligns cognitive challenge with enjoyment, allowing

students to construct knowledge through experiential play.

Empirical evidence indicates that DGBL improves learning outcomes across various subjects by fostering

motivation and active participation. Zheng et al. (2024) demonstrated that DGBL significantly enhanced

students’ digital literacy and engagement, while Wardoyo et al. (2020) found that game-based learning increased

academic performance and critical thinking in higher education contexts.

In mathematics education, DGBL promotes conceptual understanding by transforming abstract problems into

interactive visual scenarios. Through repetitive, low-stress engagement, learners build fluency and confidence

without the punitive pressures of traditional assessments. Some examples of interface of DGBL using Canva are

shown in Fig. 1-3 below.

Fig. 1 Main interface of the DBGL

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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Fig. 2 There are three level of the DBGL: beginner, intermediate and mastery

Fig. 3 Examples of question in the DBGL

Implementation. Strategies

Three theoretical frameworks explain the relationship between DGBL and anxiety reduction:

1. Constructivist Learning Theory – Learners actively construct knowledge by interacting with meaningful

contexts. DGBL situates mathematical problems within relatable, playful environments that encourage

experimentation without fear of failure.

2. Flow Theory (Csikszentmihalyi, 1990) – Games can elicit a state of “flow,” where challenge and skill

are balanced, reducing self-consciousness and anxiety.

3. Self-Determination Theory (Deci & Ryan, 2000) – By satisfying autonomy, competence, and relatedness

needs, DGBL fosters intrinsic motivation that counteracts avoidance behaviour.

These frameworks collectively illustrate how DGBL supports both the cognitive and emotional aspects of

learning mathematics. Effective implementation of DGBL requires careful integration of pedagogy and design.

Games should align with curriculum objectives, provide scaffolded challenges, and deliver instant feedback.

Teachers should facilitate debriefing sessions, encourage reflection, and assess not only outcomes but also

emotional growth. Case studies indicate that such integration increases student engagement and reduces math-

related stress.

The effective implementation of Digital Game-Based Learning (DGBL) requires careful alignment between

pedagogical objectives and game design elements. Educational games should embed mathematical concepts

within authentic, story-based challenges that mirror real-world contexts. These games must also incorporate

adaptive levels of difficulty to accommodate different learner abilities and provide immediate, constructive

feedback that emphasizes progress rather than punishment for mistakes. Visual, auditory, and interactive

elements should be thoughtfully integrated to address diverse learning preferences and promote deeper

engagement. A well-designed DGBL environment not only captures learners’ attention but also scaffolds their

conceptual understanding of mathematics through repetitive yet enjoyable practice.

Equally important is the teacher’s role in facilitating game-based learning. Educators should introduce digital

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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games as complementary instructional tools rather than mere entertainment and guide students in reflecting on

their gameplay experiences to connect them with underlying mathematical principles. Continuous monitoring of

learners’ emotional responses can help teachers identify and support students who exhibit signs of mathematics

anxiety. Additionally, formative assessments should recognize creativity, persistence, and problem-solving

strategies rather than focusing solely on accuracy. When implemented thoughtfully, DGBL transforms the

mathematics classroom into a supportive, interactive, and confidence-building environment conducive to both

cognitive and emotional growth.

CONCLUSIONS

The transition from traditional to game-based mathematics learning represents a shift from performance-oriented

to process-oriented pedagogy. In traditional settings, fear of mistakes reinforces anxiety and disengagement.

DGBL reframes errors as opportunities for learning within a low-stakes environment. This change supports the

development of a growth mindset, where students perceive ability as improvable through effort. Furthermore,

DGBL encourages emotional resilience. Continuous interaction, feedback, and rewards promote dopamine-

mediated motivation that counteracts stress responses associated with mathematical problem solving. Empirical

evidence indicates that students engaged in game-based mathematics lessons report higher enjoyment and lower

test anxiety compared to those in lecture-based settings (Wardoyo et al., 2020).

Nonetheless, challenges remain. Access to digital devices, teacher training, and curricular integration require

institutional support. Additionally, excessive gaming without pedagogical structure may shift focus from

learning outcomes to entertainment. Effective implementation thus demands a balance between play and

pedagogy. Mathematics anxiety continues to impede students’ cognitive and emotional growth, limiting their

participation in STEM-related fields. Digital Game-Based Learning offers a promising intervention that

transforms how learners experience mathematics—from a source of fear to an avenue of exploration and mastery.

By leveraging interactivity, feedback, and narrative engagement, DGBL fosters motivation, concentration, and

self-efficacy while reducing the affective barriers that impede learning. Educators are encouraged to integrate

DGBL strategically into mathematics curricula, supported by teacher training and research on affective

outcomes.

Future studies should employ experimental designs to measure changes in anxiety levels and academic

performance, comparing different types of game mechanics and demographic groups. With thoughtful design

and implementation, DGBL can bridge cognitive engagement and emotional confidence—helping learners

overcome mathematics anxiety and build lasting positive attitudes toward the discipline.

ACKNOWLEDGMENT

The authors express their gratitude for the strong support of Universiti Teknologi MARA (UiTM), Johor

Branch, Pasir Gudang Campus in conducting this research.

REFERENCES

1. Serin, H. (2023). Mathematics Anxiety: Overcoming Challenges and Achieving Success.

International Journal of Social Sciences and Educational Studies, 10(2), 383–389.

2. Zheng, Y., Zhang, J., Li, Y., Wu, X., Ding, R., Luo, X., Liu, P., & Huang, J. (2024). Effects of Digital

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3. Wardoyo, C., Satrio, Y. D., & Ma’ruf, D. (2020). Effectiveness of Game-Based Learning – Learning

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4. Prensky, M. (2001). Digital Game-Based Learning. New York: McGraw-Hill.

5. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.

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