Dino Math Legacy: A Configurable Educational Video Game for Personalized Math Learning in Peruvian High Schools
Abstract
The use of educational video games has gained increasing popularity in recent years as a tool to enhance learning outcomes. However, there are still challenges in the way math is taught through video games, such as insufficient adaptation to diverse learning styles and limited flexibility in topic selection. These limitations have created a need for configurable video games that can be tailored to meet specific learning objectives while engaging students in an enjoyable and interactive manner. In response to the demand for more adaptable educational tools, this study introduces “Dino Math Legacy”, a customizable video game designed to reinforce math learning for first-year high school students, aligned with Peru's National Basic Education Curriculum. Teachers have the ability to tailor the game to specific learning goals, ensuring engagement through interactive and enjoyable experiences. This study aimed to evaluate the effectiveness of a video game in improving math learning for first-year high school students, focusing on its impact on engagement and learning outcomes. A mixed-methods evaluation confirmed the game's positive impact on learning outcomes and its successful integration of Human-Computer Interaction (HCI) principles, which enhance user experience and learning. Additionally, the study found that the game improved math learning by incorporating dynamic and interactive features, such as adaptive problem-solving challenges, tailored to individual learning styles. T…
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Studies examining flow theory generally found higher levels of flow and immersion in gamified activities.
“Studies examining flow theory generally found higher levels of flow and immersion in gamified activities (Khoshnoodifar et al., 2023;Lozano et al., 2024;Marinho et al., 2025).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lozano et al., 2024
Score/points can be experienced as challenging/competence by learners with high initial intrinsic motivation, possibly supporting perceived competence.
“| Score/Points | High initial intrinsic | Learners with high extrin- | Celis et al. (2023); |”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lozano et al. (2024)
Score/points can be demotivating to learners with high extrinsic motivation and high amotivation, as they could be perceived as controlling.
“| | motivation (may | sic motivation, high amoti- | Lozano et al. (2024) |”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lozano et al. (2024)
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- Authors
- Lozano, G., Baldeón, J., Velarde, M., & Navarro, R.
- Affiliations
- Pontificia Universidad Católica del Perú (PE)
- Venue
- 2024 IEEE XXXI International Conference on Electronics, Electrical Engineering and Computing (INTERCON)
- Publisher
- IEEE
- Published
- 2024-11-06
- Pages
- 1-8
- OpenAlex
- W4406355258
- Cited by
- 3
- References
- 24
- Citations by year
- 2026: 2 · 2025: 1
- FWCI
- 4.62
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- IEEE International Conference on Electronics, Electrical Engineering and Computing (INTERCON) (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Information Systems › Multimedia Learning Systems
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- educational video games, mathematics learning, personalized learning, high school students, student engagement, learning styles, user-centered design, student motivation, game-based learning
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