Designing Games for Cognitive and Emotional Integration in Mathematics Education: Insights from Teacher Interviews and Game Design Analysis

The research investigates cognitive-motivational imbalances in game-based interventions targeting children’s math anxiety. Study 1: Utilizing grounded theory, interviews were conducted with six primary school mathematics teachers, leading to the development of a cognitive-emotional support model for mathematics learning. Study 2: Analysis of review data from 68 mathematics games revealed that the design of these games needs to integrate multiple aspects, including body, cognitive, emotional, and psychological considerations.