Enhancing Teamwork Skills and Mathematical Conceptual Connections through Board Game Development in a Cooperative Learning Environment

Background/purpose. This study aims to examine the effects of integrated board game development and cooperative learning on pre-service mathematics teachers' mathematical reasoning, conceptual understanding, creativity, and teamwork skills in Thailand.

Materials/methods. Using a mixed-methods approach within the PAOR (Planning–Action–Observation–Reflection) cycle of Classroom Action Research, 59 third-year pre-service teachers collaboratively designed twelve educational board games integrating arithmetic operations, equations, and geometry. Data were collected through teamwork evaluation forms, board game evaluation rubrics, and semi-structured interviews.

Results. The findings demonstrated significant positive effects on both objectives. For mathematical reasoning and conceptual understanding, 94.72% of games achieved "very good" or "excellent" ratings for mathematical content integration. For creativity and teamwork skills, 94.91% of participants achieved "very good" or "excellent" teamwork performance levels. The twelve unique games showcased creative integration of mathematical content with engaging gameplay mechanics, while supporting essential 21st-century competencies.

Conclusion. Board game development proved effective in mathematics teacher education, promoting mathematical connections, reflective learning, and professional identity. The integration successfully enhanced both cognitive and social development among pre-service mathematics teachers.

Keywords: Cooperative learning; board game development; teamwork skills; mathematical communication; conceptual understanding; mathematics education

References

‘Athiyah, F., As’ari, A. R., & Hidayanto, E. (2023). Focus on the Correctness of Results: Factors Contributing to Invisible Thinking Processes in High-Resilience Mathematical Students. Jurnal Pendidikan Sains, 11(3), 79-91. https://doi.org/10.17977/jps.v11i32023p079

Acharya, N. H. (2023). Overview of Cooperative Learning Strategies in Mathematics Teaching and Learning. Innovative Research Journal, 3(2), 87-95. https://doi.org/10.3126/irj.v3i2.61802

Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Johnson Martinez, C., & Knuth, E. J. (2014). How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and instruction, 32(1), 65-100. https://doi.org/10.1080/07370008.2013.858161

Arkanudin, A., Ahmad, H. B., & Asmuni, A. (2025). Challenges and Opportunities in Implementing the 21st Century Skills Learning Model for Fiqh Subjects. Al-Bustan: Jurnal Pendidikan Islam, 2(1), 58-80. https://doi.org/10.62448/ajpi.v1i2.92

Azizan, M. T., Mellon, N., Ramli, R. M., & Yusup, S. (2018). Improving Teamwork Skills and Enhancing Deep Learning via Development of Board Game Using Cooperative Learning Method in Reaction Engineering Course. Education for Chemical Engineers, 22, 1-13. https://doi.org/10.1016/j.ece.2017.10.002

Bakri, F., Luthfiya, A., Rahmawati, D., & Wati, L. (2023). The Modern Physics Practicum: Students Creatively and Critically Thinking in the 21st-Century Competencies. Journal of Physics Conference Series, 2596(1), 012079. https://doi.org/10.1088/1742-6596/2596/1/012079

Botes, W. (2022). Pre-Service Teachers’ Experiences on the Development of Educational Science Board Games. European Journal of Stem Education, 7(1), 02. https://doi.org/10.20897/ejsteme/11784

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Buranasinvattanakul, K. (2024). The Development of Instruction Media in Board Game to Enhance the Capability in the Development of Thai Textbook and the Happiness in Learning for Undergraduate Students. Journal of Education and Learning, 13(2), 161. https://doi.org/10.5539/jel.v13n2p161

Cai, J., Jakabcsin, M. S., & Lane, S. (1996). Assessing students' mathematical communication. School science and mathematics, 96(5), 238-246. https://doi.org/10.1111/j.1949-8594.1996.tb10235.x

Chou, Y.-S., Hou, H.-T., Chang, K.-E., & Su, C.-L. (2023). Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioral patterns. Interactive Learning Environments, 31(5), 3285-3302. https://doi.org/10.1080/10494820.2021.1926287

Chuang, H.-M., Band, S. S., Sookhak, M., & Pinandhito, K. (2021). The value co-creation behavior in learning communities: Comparing conventional learning and e-learning. Mathematical Biosciences and Engineering, 18(6), 7239-7268. https://doi.org/10.3934/mbe.2021358

Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). pearson.

Elfert, M. (2015). UNESCO, the Faure report, the Delors report, and the political utopia of lifelong learning. European Journal of Education, 50(1), 88-100. https://doi.org/10.1111/ejed.12104

Evitts, T. A. (2004). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula (Doctoral dissertation, The Pennsylvania State University).

Fathurrohman, M., Nindiasari, H., & Rahayu, I. (2022). A Conventional and Digital Mathematical Board Game Design and Development for Use by Students in Learning Arithmetic. Journal on Mathematics Education, 13(4), 631-660. https://doi.org/10.22342/jme.v13i4.pp631-660

Francis, N. J., Pritchard, C., Prytherch, Z. C., & Rutherford, S. (2024). Making Teamwork Work: Enhancing Teamwork and Assessment in Higher Education. Febs Open Bio, 15(1), 35-47. https://doi.org/10.1002/2211-5463.13936

Ghasya, D. A. V., & Kartono, K. (2022). Technical guidance 21st century learning application to improve the pedagogic and professional competence of elementary school teacher. ABDIMAS: Jurnal Pengabdian Masyarakat, 4(2), 753-759. https://doi.org/10.35568/abdimas.v4i2.1309

Gillies, R. M. (2014). Cooperative Learning: Developments in Research. International Journal of Educational Psychology, 3(2), 125-140. https://doi.org/10.4471/ijep.2014.08

Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39-54. https://doi.org/10.14221/ajte.2016v41n3.3

Gregg, A., & O'Connor, J. (2022, August). Reflecting while doing: Integrating active learning and metacognitive activities in a fully online thermodynamics course [Paper presentation]. 2022 ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--40982

Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays. The Annals of Family Medicine, 13(6), 554-561. https://doi.org/10.1370/afm.1865

Hartley, M. T., & Goodrich, K. M. (2019). Group Work for All. The Journal for Specialists in Group Work, 44(4), 223-227. https://doi.org/10.1080/01933922.2019.1670024

Hendrix, L. M. (2022). Influence of End-User Feedback on Behavioral Intention to Adapt BI Technologies. Capella University.

Hendrix, N. M., Hojnoski, R. L., & Missall, K. N. (2020). Promoting numeracy skills through board game play. Young Exceptional Children, 23(2), 100-111. https://doi.org/10.1177/10962506188142

Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17(1), 23. https://doi.org/10.1186/s41039-022-00198-8

Hino, K. (2007). Toward the problem-centered classroom: trends in mathematical problem solving in Japan. Zdm, 39, 503-514. https://doi.org/10.1007/s11858-007-0052-1

Hongmei, Z., & Chaoqiang, Z. (2009, December). Evaluation model of technological learning efficiency based on independent innovation. In 2009 International Conference on Information Management, Innovation Management and Industrial Engineering (Vol. 4, pp. 611-614). IEEE. https://doi.org/10.1109/iciii.2009.606

Huinker, D. (2018). Principles to Actions: Moving to a framework for teaching mathematics. Teaching Children Mathematics, 25(3), 133-136. https://doi.org/10.5951/teacchilmath.25.3.0133

Ing, W. S., & Nasri, N. M. (2024). The Effectiveness of the Jigsaw Cooperative Learning Approach in Enhancing Written Communication Skills Among Form 6 History Students. International Journal of Academic Research in Progressive Education and Development, 13(3). https://doi.org/10.6007/ijarped/v13-i3/22145

Irshid, M. M. B., Khasawneh, A. A., & Al‐Barakat, A. A. (2023). The Effect of Conceptual Understanding Principles-Based Training Program on Enhancement of Pedagogical Knowledge of Mathematics Teachers. Eurasia Journal of Mathematics Science and Technology Education, 19(6), em2277. https://doi.org/10.29333/ejmste/13215

Isoda, M. (2012). Introductory Chapter: Problem Solving Approach to Develop Mathematical Thinking. 1-28. https://doi.org/10.1142/9789814350853_0001

Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational researcher, 38(5), 365-379. https://doi.org/10.3102/0013189x09339057

Kalmpourtzis, G., & Roméro, M. (2020). Constructive Alignment of Learning Mechanics and Game Mechanics in Serious Game Design in Higher Education. International Journal of Serious Games, 7(4), 75-88. https://doi.org/10.17083/ijsg.v7i4.361

Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Geelong: Deakin University.

Ketmuni, M. (2021). The Use of Board Games to Develop English Vocabulary of Ornamental and Flowering Plants Sold in the Community of Primary 5 (Grade 5) Students at Nikornradburana School, Thailand. Psychology and Education Journal, 58(1), 1484-1489. https://doi.org/10.17762/pae.v58i1.933

Kocaman, B. (2022). Investigating secondary school students' level of 21st century skills. Asian Research Journal of Arts & Social Sciences, 23(2), 1-10. https://doi.org/10.9734/ARJASS/2022/V17I330306

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. FT press.

Lambert, R., & Sugita, T. (2016). Increasing Engagement of Students With Learning Disabilities in Mathematical Problem‐solving and Discussion. Support for Learning, 31(4), 347-366. https://doi.org/10.1111/1467-9604.12142

Liu, Y.-L. E. (2025). Enhancing Team Creative Efficacy Through Online Whiteboard-Based Collaborative Environment in Design Thinking: A Team Cognition Perspective. International Journal of Human–Computer Interaction, 41(5), 2884-2897. https://doi.org/10.1080/10447318.2024.2404263

Zhi-guo, L., Shan-di, W., & Yao-hui, C. (2018, December). Cooperative Learning Theory and Its Positive Effect in Classroom Teaching. In 1st International Conference on Contemporary Education and Economic Development (CEED 2018) (pp. 109-113). Atlantis Press. https://doi.org/10.2991/ceed-18.2018.23

Low, J. Y., Balakrishnan, B., & Yaacob, M. I. H. (2024). The Usage of Game-Based Learning Approach in Physics Education: A Novel Board Game in Learning Resolution of Forces among Upper Secondary. European Journal of Contemporary Education and E-Learning, 2(4), 3-19. https://doi.org/10.59324/ejceel.2024.2(4).01

Mahmud, M. S., & Drus, N. F. M. (2023). The Use of Oral Questioning to Improve Students’ Reasoning Skills in Primary School Mathematics Learning. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1126816

Mendo-Lázaro, S., León-del-Barco, B., Felipe-Castaño, E., Polo-del-Río, M.-I., & Iglesias-Gallego, D. (2018). Cooperative team learning and the development of social skills in higher education: The variables involved. Frontiers in Psychology, 9, 1536. https://doi.org/10.3389/fpsyg.2018.01536

Midgett, C. W., & Eddins, S. K. (2001). NCTM’s Principles and Standards for School Mathematics: Implications for administrators. NASSP Bulletin: Official Journal of the National Association of Secondary School Principals, 85(623), 35–42. https://doi.org/10.1177/019263650108562305

Mills, G. E. (2000). Action research: A guide for the teacher researcher. In: Merrill.

Naeem, M., Azam, M., & Shahzad, M. (2024). An Action Research to Enhance Students’ Classroom Engagement through Group Tasks among 8th Graders. Qlantic Journal of Social Sciences, 5(1), 290-297. https://doi.org/10.55737/qjss.671049334

Natuna, D. A., Putra, M. J. A., & Azhar, A. (2021). TEACHERS’ PERFORMANCE IN ONLINE LEARNING DURING COVID-19 OUTBREAK: AN ANALYSIS BASED ON 21st CENTURY PROFICIENCY. International Journal of Educational Best Practices, 5(2), 197. https://doi.org/10.31258/ijebp.v5n2.p197-210

Ndyareeba, E., Biirah, J., & Kibedi, H. (2024). Achievement of Goal Orientation and Academic Engagement Among Adolescents in Southwestern Uganda. East African Journal of Education Studies, 7(2), 1-18. https://doi.org/10.37284/eajes.7.2.1848

Nimtrakul, B., Sangaroon, K., & Inprasitha, M. (2014). Using relational thinking strategies to establish the relationship between conceptual and procedural knowledge in mathematics problem solving classrooms. HRD JOURNAL, 5(2), 73-80.

OECD. (2015). Ensuring quality in cross-border higher education: Implementing the UNESCO/OECD guidelines. OECD Publishing. https://www.oecd.org/en/publications/ensuring-quality-in-cross-border-higher-education_9789264243538-en.html.

Othman, M. K., & Ching, S. K. (2024). Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning. Education and information technologies, 1-37. https://doi.org/10.1007/s10639-024-12818-5

Perron, B. E. (2011). Reducing social loafing in group-based projects. College Teaching, 59(4), 163-164. https://doi.org/10.1080/87567555.2011.568021

Ratnasari, D., Roemintoyo, R., & Winarno, W. (2019). Implementation of Education Management as a Medicine in the Achievement of 21st Century Skills in Primary School. https://doi.org/10.4108/eai.27-4-2019.2286827

Rohid, N., & Rusmawati, R. D. (2019). Students' Mathematical Communication Skills (MCS) in Solving Mathematics Problems: A Case in Indonesian Context. Anatolian Journal of Education, 4(2), 19-30. https://doi.org/10.29333/aje.2019.423a

Roméro, M., & Kalmpourtzis, G. (2020). Constructive Alignment in Game Design for Learning Activities in Higher Education. Information, 11(3), 126. https://doi.org/10.3390/info11030126

Saputra, N., Tuti, R. W., & Satispi, E. (2023, February). Workforce agility during COVID-19: The effect of teamwork and empowering leadership. In Proceedings of the 3rd Borobudur International Symposium on Humanities and Social Science 2021 (BIS-HSS 2021) (Vol. 667, p. 195). Springer Nature. https://doi.org/10.2991/978-2-494069-49-7_34

Shadiev, R., Wang, X., & Huang, Y. M. (2020). Promoting intercultural competence in a learning activity supported by virtual reality technology. International Review of Research in Open and Distributed Learning, 21(3), 157-174. https://doi.org/10.19173/irrodl.v21i3.4752

Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations. Review of educational research, 50(2), 241-271. https://doi.org/10.3102/003465430500022

Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje Cooperativo Y Rendimiento Académico: ¿por Qué Funciona El Trabajo en Grupo?]. Anales De Psicología, 30(3). https://doi.org/10.6018/analesps.30.3.201201

Surapaneni, K. M. (2024). An Idea to Explore: Introduction of “Biochemical Tales” in Medical Education—Learning Made Fun. Biochemistry and Molecular Biology Education, 52(2), 249-251. https://doi.org/10.1002/bmb.21819

Terzioglu, M., & Rodrigues, V. (2023). Chapter Winning at more than a game!: A storytelling board game concept to raise awareness about refugees’ language barriers. https://doi.org/10.26530/9789401496476-089

Viinikainen, M., Pajunen, K., Sjögrén, H., Mirola, T., & Tynninen, L. (2022). Higher Education of Digitalized Accounting Benefits From Networked Cooperative Learning and Working Life Collaboration. Universal Journal of Educational Research, 10(7), 427-442. https://doi.org/10.13189/ujer.2022.100701

Wang, H., & Zhu, M. (2019). Social Loafing With Group Development. International Journal of Services Economics and Management, 10(1), 55. https://doi.org/10.1504/ijsem.2019.10020365

Warsah, I., Morganna, R., Uyun, M., & Afandi, M. (2021). The Impact of Collaborative Learning on Learners' Critical Thinking Skills. International Journal of Instruction, 14(2), 443-460. https://doi.org/10.29333/iji.2021.14225a

Wong, K. Y. (2015, July). Use of student mathematics questioning to promote active learning and metacognition. In Selected regular lectures from the 12th international congress on mathematical education (pp. 877-895). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_49

Ya-amphan, D., Thinwiangthong, S., & Sythong, P. (2024). Comparative Study of Means of Mathematical Communication in Japan, Laos, and Thailand. Journal on Mathematics Education, 15(1), 99-114. https://doi.org/10.22342/jme.v15i1.pp99-114

You, L., Xu, W., Jiang, Z., Wang, F., & Peng, L. (2024). The impact of smart city construction on labour distortions from the perspective of labour mobility: evidence from China. Technology Analysis & Strategic Management, 1-16. https://doi.org/10.1080/09537325.2024.2358448

Zhou, T., & Colomer, J. (2024). Cooperative Learning Promoting Cultural Diversity and Individual Accountability: A Systematic Review. Education Sciences, 14(6), 567. https://doi.org/10.3390/educsci14060567

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!