Culturally Relevant Math Game Design: Addressing Anxiety and Self-Efficacy Through Human-Centered Approaches

• In Event: A Lever for Equity: Advancing SEL Through Youth Participatory Action Research

Abstract

Objectives
The study aimed to develop a culturally relevant, free, bilingual online math game called "I Apply Math in my World" to address math anxiety and low math self-efficacy among African American and Hispanic elementary school students. The research sought to integrate co-designer perspectives with theoretical frameworks to create an engaging and effective intervention that promotes diversity, equity, inclusion, and belonging in educational game design. The study's focus on math anxiety and self-efficacy tackles a significant barrier to STEM engagement among African American and Hispanic students, potentially contributing to long-term improvements in diversity within STEM fields.
Theoretical Framework
The study employed a Human-Centered Design (HCD) approach (Chen et al., 2020), integrating three theoretical frameworks: a) Transformative Social-Emotional Learning (TSEL) (Jagers et al., 2019), b) Culturally Relevant Pedagogy (CRP) (Brown-Jeffy & Cooper, 2011) and c) North Carolina Math Standards (NCMS). These frameworks guided the development of a game that addresses cultural relevance, social-emotional competencies, and grade-specific math skills.
Methods
The research utilized a mixed-methods approach within the HCD framework. Qualitative data was collected through surveys and interviews with co-designers, including students, parents, teachers, and mental health professionals. The study followed the five key phases of HCD: empathy, define, ideate, prototype, and test and iterate. Inductive coding and a thematic analysis was conducted to synthesize feedback and inform game development (Braun & Clarke, 2006). Participants (n=95) included students in grades K-8 (n=87) and parents, teachers, and mental health professionals (n=8). Data was collected through qualitative surveys, structured interviews, and user testing sessions. The research team also included 15 members with diverse backgrounds contributing to the game's development.
Results
Four main themes emerged from the thematic analysis: Culturally Embedded Learning Environments, Empowering Positive Identity and Representation, Real-Life Application of Math Skills, and Equitable Educational Game Design with Personalized Anxiety Management. These themes informed the game's features, including culturally relevant content, language inclusivity, self-awareness and regulation practices, real-world math scenarios, and accessibility options. The final game incorporated 100% of NCMS content, 60% of CRP principles, and 50% of TSEL components.
Study Significance
This study contributes to the fields of TSEL and YPAR in its comprehensive approach to addressing educational disparities through innovative game design. The presentation will include a live demo of the math game "I Apply Math in my World." The research addresses a critical gap in math education for African American and Hispanic students, potentially impacting their engagement, performance, and attitudes towards math. The study's utilization of HCD and co-design principles with participants as young as 6 years old extends the application of YPAR to younger age groups, contributing to the growing literature on participatory research with children. The findings also have practical implications for educators, game developers, and policymakers, emphasizing the need for culturally relevant and equitable interventions to support diverse learners and promote STEM engagement. Lastly, the integration of TSEL addresses the critical need for social-emotional learning in academic contexts, particularly for students who may face additional stressors due to systemic inequities.

Author

• Luz Robinson, University of North Carolina - Chapel Hill