Bringing Math to Life Through Digital Game Design: A Design-Based Research Study on Teaching Taxicab Geometry Through Historical and Social Contexts
SAGE OPEN, vol.16, no.3, pp.1-23, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 16 Issue: 3
- Publication Date: 2026
- Doi Number: 10.1177/21582440261480788
- Journal Name: SAGE OPEN
- Journal Indexes: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Social Sciences Citation Index (SSCI), Education Abstracts, ERIC (Education Resources Information Center), EBSCO Education Source, Directory of Open Access Journals
- Page Numbers: pp.1-23
- Anadolu University Affiliated: Yes
Abstract
Mathematical concepts develop through specific historical and social processes. Incorporating this information into educational game design can enhance students’ conceptual understanding. This study reports a Design-Based Research (DBR) project that designed and evaluated a digital educational game grounded in the historical and social development of Taxicab geometry. The iterative design and evaluation process followed a three-stage digital game design model consisting of prototype, alpha, and beta stages. Across these stages, the game was refined to improve functionality, coherence, and educational alignment. The game focused on three fundamental geometric concepts: distance, circle, and ellipse. The iterative design implementations were conducted across five classrooms, and the educational value of the final version was evaluated in two additional classrooms (total n = 164). This phase examined the game’s impact on students’ conceptual learning and classroom discourse. Findings indicated that students’ active participation in shaping the game mechanics and features significantly enhanced the game’s educational effectiveness. Overall, the study concludes that integrating historical and social contexts into game design, along with iterative refinement and student-informed revisions, can support the development of instructional tools that promote conceptual understanding in mathematics education.