Unraveling Mathematical Problem-Solving Profiles of Gamer Students Through Gaming Motivation
Abstract
The ability to solve mathematical problems is a fundamental component of mathematics education. However, there remains a lack of research describing the profile of mathematical problem-solving based on motivation arising from gaming activities. This study aims to describe the mathematical problem-solving profiles of student gamers, based on the dominant dimensions of the Gaming Motivation Inventory (GMI). A qualitative approach utilizing a multiple-case study design was implemented, with two 11th-grade students serving as research participants. Two subjects were selected using purposive sampling from students enrolled in a single research class, based on their GMI questionnaire results: one student with the dominant dimension of Mastery and one student with the dominant dimension of Social. Data were collected using the GMI instrument, two PISA-based math problem-solving questions, and semi-structured interviews. The qualitative analysis model developed by Miles et al. was employed to analyze the data. Students' problem-solving processes were examined through Polya’s four stages. The results indicated that both subjects completed all four stages of Polya’s problem-solving process, yet displayed distinct problem-solving characteristics. The Mastery subject employed a systematic and persistent approach, while the Social subject favored visual representations and collaborative verification. These findings offer valuable guidance for mathematics teachers in designing learning activities that address students’ diverse motivational characteristics
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