Previous studies have extensively discussed the effectiveness of game-based learning media in improving mathematics learning outcomes. A study by Najah and Afifah (Qisma & Afifah, 2024) showed that the board game "Magic Shop" effectively improved students' understanding of social arithmetic and received positive responses from students. Other studies by Hakim et al. (Silva, 2021) and Zaenal Fais et al. (Borzekowski, 2019) confirmed that integrating visual and interactive media into mathematics learning can increase students' motivation, engagement, and conceptual understanding. Meanwhile, global research, such as that conducted by Chai et al. (de Noreña, 2020),, highlights the trend of using game-based learning and educational technology in mathematics, which has been shown to overcome the limitations of conventional methods and improve learning quality.
However, most of this research still focuses on concrete mathematics topics, such as social arithmetic, and few have examined in-depth students' experiences learning sequences and series through board games using a phenomenological approach. The novelty of this research lies in the visual analysis and interactivity of a board game specifically developed for sequences and series, as well as the exploration of students' learning experiences through a phenomenological approach (Kasih, Dharmawan, Putra, Sudiarawan, & Rakhima, 2021; Rungwaraphong, 2021). This research not only assesses the effectiveness of the media in terms of learning outcomes but also explores students' perceptions, motivations, and interactions during the learning process. Thus, this research makes a new contribution to the development of experience-based mathematics learning media and enriches the literature on implementing game-based learning in abstract mathematics.
The identified research gap is the limited empirical studies on the use of board games for sequences and series learning at the junior high school level, particularly those that prioritize visual aspects, interactivity, and qualitative student learning experiences. Previous research has focused more on developing media for social arithmetic or other concrete topics and used quantitative or R&D approaches without in-depth exploration of students' subjective experiences (Hill, 2020). Furthermore, there is limited research that optimally integrates visual design and interactive elements into board games for sequences and series, and examines their impact on students' motivation, engagement, and conceptual understanding through a phenomenological approach.
The theoretical framework used in this study refers to constructivist learning theory, where students construct knowledge through direct experience and interaction with the learning environment. Furthermore, visual learning and interactivity theories serve as the foundation for designing a board game that facilitates the understanding of abstract concepts through visualization and play activities. A phenomenological approach is used to deeply understand the meaning of students' learning experiences, in line with the views of Husserlian and Van Manen (Tan, 2022), who emphasize the importance of lived experience in educational research.
The main concepts used in this study include visual learning, interactivity, game-based learning, and educational phenomenology. Visual learning emphasizes the importance of visual representations in helping students understand abstract mathematical concepts, while interactivity refers to students' active involvement in the learning process through play activities. Game-based learning is used as an innovative approach to create enjoyable and meaningful learning experiences, while educational phenomenology is used to explore students' perceptions, motivations, and interactions during learning (Martinez, 2023; Piette, 2021; Randers, 2020).
Thus, this research is expected to make a significant contribution to the development of innovative mathematics learning media and provide a deeper understanding of students' learning experiences in sequences and series through the integration of visuals and interactivity in a board game. The main difference between this research and previous research lies in the focus of the material (series and arrays), the phenomenological approach, and the emphasis on visual aspects and interactivity as the main content of the learning media.
2.1 Research Design
This study used a qualitative approach with a phenomenological method (Abid, 2024; Chien, 2020; Cox, 2021). This approach was chosen to explore in-depth the experiences, perceptions, motivations, and interactions of junior high school students using board games to teach sequences and series. The researcher sought to understand the subjective meaning of students' learning experiences, particularly regarding the visual aspects and interactivity of the board game (Booth, 2021; Chen, 2021; Hofstetter, 2020).
2.2 Research Subjects
The subjects were seventh-grade junior high school students who participated in sequences and series learning using board games. Subjects were selected purposively, with students willing and actively involved in the learning process and reflecting on their learning experiences.
2.3 Research Setting
The study was conducted at a junior high school in Indonesia that has implemented innovative board game-based learning for sequences and series. The learning process took place in a face-to-face classroom, with the researcher acting as both observer and facilitator.
2.4 Research Procedure
This study consisted of several main stages. The first stage was preparation, in which the researcher developed research instruments such as observation guidelines, interview guidelines, and student reflection sheets. In addition, researchers also designed and prepared board game media tailored to the sequence and series material, while enhancing visual and interactivity aspects (Bennett, 2012; Danielson, 2019; Haeckel, 2021). The next stage was implementation, where students participated in sequence and series learning using board games in small groups. Researchers conducted participant observation to record interactions, enthusiasm, and group dynamics during the learning process. After the learning session, students were asked to write a written reflection of their learning experience, and in-depth interviews were conducted individually to further explore students' perceptions, motivations, and experiences related to the use of board games (Booth, 2021; Hong, 2020; Lebron, 2024).
The final stage is data analysis and reporting. Data from observations, reflections, and interviews were analyzed using phenomenological thematic analysis techniques, such as the Colaizzi or Van Kaam models. The analysis process included data transcription, identifying meaningful statements, grouping them into themes, and developing essential descriptions of students' experiences. To ensure the accuracy of the results, validation was conducted through member checking with several participants. The analysis results were then presented in the form of a thematic narrative, supported by direct quotes from students, and data visualizations such as tables or figures to clarify key findings.
Data collection techniques are essential for obtaining accurate and relevant information in the context of research or surveys. They include a variety of methods tailored to different contexts and objectives. Among the most common are interviews, which allow for in-depth exploration of specific topics through direct exchanges. Questionnaires, on the other hand, are effective for collecting quantitative data from a large number of people. Direct observation is another technique that provides a deep understanding of behavior in a natural environment. Finally, document analysis involves examining existing documents to extract relevant data. Each of these techniques has its advantages and limitations, and the choice of method depends on the specific needs of the research.