‘Sumaze! Primary,’ is an app, designed to provide problem solving and mathematical reasoning opportunities for learners. Ingwerson (2017) defines game-based learning as using a game for a specific learning purpose which is an effective way of teaching, considering the interactive nature of playing games. The rise of technology has allowed for more schools to delve into ways technology can enhance teaching and learning opportunities.
Mann (2017) argues that technology can have a positive impact on learning and increase motivation, which Kapp (2012) identified as a concern in modern day schools where learners are bored easily. However, Dicheva et al (2015) argue that gamification should be applied to education to increase motivation and engagement. Kapp (2012) defines gamification using game mechanics to engage, motivate, promote learning and solve problems. Gamification would involve practitioners to adopt game style mechanics within their teaching and learning methods which may not directly use technology. Sheen (2018) highlights that the use of gamification techniques is not new, and gamification is not the same as game-based learning. There is much research by Divecha et al, 2015; Kapp, 2012, Burke, 2014, to suggest gamification is beneficial for motivation and engagement in teaching and learning. The ‘Sumaze! Primary,’ app does adopt some gamification ideas, in the way in which the app can be utilised to promote problem solving and engagement. The app would also provide a feedback loop for users who can unlock levels as they succeed. This gratification can be a motivator for young children. Although, the use of ‘Sumaze!Primary,’ adopts some gratification ideas, it is a game designed for specific purpose which would best fit game-based learning. The use of educational games is a promising approach to teaching and reinforcing skills, (Pareto, 2012).
Caldwell and James (2015) believe that game players learn to apply increasingly complex problem-solving techniques in order to achieve goals, (2015:10-11). However, Outhwaite et al (2019) argue that before learners can develop problem solving techniques, they require a mastery of basic Mathematical facts and concepts as an essential foundation. This suggests that the ‘Sumaze! Primary,’ app would benefit learners who understand the basic Mathematical concepts. Although, it can be argued how well learners will gain an understanding of mathematical concepts as a product of problem solving. Kingsdorf and Krawec (2016) found that visual representations of problems were proven effective in students concept formation. This would allow learners to develop and consolidate their basic concept understanding as well as problem solve.
Perotta et al (2013) found that game-based learning can improve engagement and motivation, however we should not rely only on games to improve attainment. Mann (2017) agreed and added that technology can have a distracting effect on behaviour in class. There are mixed opinions in regard to the benefits and implications of games. The Royal Paediatric and Child Health (2019) issued a report suggesting how much screen time young children should have, which was followed by a news article raising concerns about screen time for young children, (Roberts, 2019). This does raise the question of how well game-based learning benefits young learners. However, a key factor in the use of gaming should be focussed on how well it affords the best use of a particular tool to meet a goal, (Beach and O’Brien, 2015). The Royal Paediatric and Child Health (2019) also later found that there was little evidence between screen time and well-being amongst adolescents. Johnson (2005) also argues that gaming engages a full range of sensory and motor cortices whereas books only stimulate a small portion of the brain. There are many current opinions on the use of games and Perotta et al (2013); Dekhane et al (2013) Outhwaite et al (2019) suggest that the evidence surrounding the impact of gaming on learning in the classroom is limited.
The use of ‘Sumaze! Primary,’ does not aim to replace traditional teaching and learning practices but enhancing these opportunities through a game-based learning activity. The game-based learning app can be used to explore further gamification strategies in the classroom in a social context. There are clear benefits to motivating and engaging learners in problem solving tasks. However, it is important that practitioners are clear in regards to the affordances in technology use. Karagiannifou (2017) argue that these affordances of new technology, can aid children’s cognitive, social and emotional development.
Use of the app Sumaze! Primary 