LEARNING THROUGH PLAY: THE IMPACT OF MATHEMATICAL GAMES ON MOTIVATION IN PEDIATRIC CANCER EDUCATION

Abstract

Mathematical literacy represents a critical dimension of cognitive development; however, children undergoing cancer treatment often face significant educational challenges due to prolonged medical interventions, extended school absences, and psychosocial stressors. These circumstances contribute to diminished motivation, reduced self-confidence, and difficulties in comprehending mathematical concepts. This study employs a robust mixed-methods framework to examine the impact of a gamified mathematics intervention in addressing these learning disruptions. Quantitative assessments conducted before and after the intervention, alongside qualitative feedback from participants and their caregivers, provide a comprehensive evaluation of the program’s effectiveness. The findings reveal statistically significant improvements in participants’ motivation and self-confidence, accompanied by observable positive shifts in emotional and psychological well-being. Furthermore, the study offers compelling evidence in favour of integrating adaptive, game-based instructional strategies into specialized educational curricula. These results underscore the value of adopting more inclusive and flexible teaching models that are responsive to the complex educational needs of children facing serious health conditions.