Delta-Phi: Jurnal Pendidikan Matematika, vol. 2 (3), pp. 179-184, 2024
Received 02 Nov 2023 / Published 30 Desember 2024
https://doi.org/10.61650/dpjpm.v2i2.146

Visual Analysis and Interactivity of Board
Games as an Innovation in Sequence and
Series Learning: A Phenomenological
Study of Junior High School Students
Choirudin1 *, Puji Astuti2 Anurag Hazarika3
1. Ma'arif Lampung University, Lampung, Indonesia
2. Ma'arif Lampung University, Lampung, Indonesia
3. Tezpur Central University, Assam,India
E-mail correspondence to: coirudin.umala@gmail.com

Abstract
This study aims to analyze in-depth students' experiences using board
games specifically designed for learning sequences and series at the junior
high school level. This study adopted a phenomenological method to
explore students' perceptions, motivations, and interactions during the
learning process. The board game not only presents a summary of formulas
and practice problems but also emphasizes visual aspects and interactivity
as part of the media content integrated into the learning. Data were
collected through participant observation, in-depth interviews, and student
reflections after the board game learning session. The results showed that
the attractive visual design and interactive elements of the board game
increased enthusiasm, engagement, and a more meaningful understanding
of social arithmetic concepts. Students felt more motivated and active in
group discussions and were able to relate mathematics material to real-life
situations through play. These findings emphasize the importance of
innovative game-based learning media that emphasizes visual aspects and
interactivity to create enjoyable and effective learning experiences.
Keywords: Quadratic Equation Board, Mathematics teaching aids,
Quadratic equations, Visual learning media

INTRODUCTION
Global mathematics education currently faces significant challenges in
fostering students' interest, motivation, and understanding of abstract
concepts, particularly sequences and series (Booth, 2021). The
transformation of 21st-century education demands learning

© 2024 author (s)

innovations that focus not only on knowledge transfer but also on
developing critical thinking skills (Ng, 2020; Setyo et al., n.d.; Silius,
2011), collaboration, and creativity. One approach gaining increasing
attention is the integration of game-based learning media, which has
been empirically proven to increase student engagement and
motivation in various countries (Gashaj, 2021; Pollok, 2021). Globally,
the use of board games as a learning medium has become an innovative
trend that supports the creation of interactive, enjoyable (Afifah &
Putri, 2021), and meaningful learning environments, in line with
developments in educational technology and the needs of today's
digital generation.
However, in Indonesia and many other countries, mathematics
instruction in junior high schools is still dominated by conventional,
teacher-centered methods. Students often struggle to understand
sequences and series due to their abstract nature, lack of visualization,
and a lack of contextual and interactive learning experiences. The main
challenges faced are low student motivation and active participation,
limited learning time, and a lack of media that accommodates visual and
kinesthetic learning needs (Dwi Octaviani, Indrawatiningsih, & Afifah,
2021; Silius, 2011; Villanti, 2017). In addition, teachers also face
obstacles in developing learning media that are effective (Alexiou,
2020), interesting, and appropriate to the characteristics of sequence
and series material, so that the learning process tends to be
monotonous and less relevant to everyday life.

Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

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.

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.

RESEARCH METHOD
2.1 Research Design

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.

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).

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.

2.3 Research Setting

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.

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 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 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.

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).
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3.5 Data Collection Techniques

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.

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.

Table 1. Data Collection Techniques
No
1
2
3
4

Technique
Participatory Observation
In-depth Interview
Student Reflection
Visual Documentation

Description
Record the process of student interaction, involvement, and dynamics while playing board games.
Explore students' perceptions, motivations, and experiences individually and in depth.
Students write down their experiences, impressions, and understanding after participating in the learning.
Photos or videos of the learning process to support visual analysis and interactivity.

2.6 Data Analysis Techniques

as visualization, interactivity, motivation, and conceptual
understanding; fourth, a comprehensive description of the essence of
the experience was compiled, highlighting the meaning of the students'
experiences; and finally, validation of the findings was conducted
through member checking to ensure the validity of the data
interpretation.

Data analysis was conducted phenomenologically using the following
steps: first, data from interviews and student reflections were
transcribed verbatim; second, meaningful statements were identified
by marking those relevant to the learning experience using board
games; third, these statements were grouped into main themes such

Figure 1. Phenomenological Research Method Flow
This research emphasizes an in-depth exploration of students' learning
4.1. Exploring Visual Aspects of Board Games in Learning Sequences
experiences using board games on sequences and series, highlighting
and Series
the visual and interactivity aspects. Data were collected qualitatively
The visual design of board games has proven to be a key factor in
through observation, interviews, reflection, and visual documentation,
attracting attention and increasing student engagement. The rich
then analyzed phenomenologically to uncover the essence of students'
visualizations of color, icons, and illustrations on the game board and
experiences. Data flow visualizations and analysis tables were used to
problem cards facilitate students' concrete understanding of sequence
clarify the research process and results.
and series patterns. This finding aligns with the research by Najah &
Afifah (2022), which showed that visual media in the "Magic Shop"
board game can reduce boredom and increase interest in learning
mathematics. Good visualization also facilitates concept mapping,
RESULTS AND DISCUSSION
allowing students to associate symbols or images with the formulas
and sequence patterns being studied. A study by Sari et al. (2021)
This section presents the results and discussion of the
confirmed that the use of interactive visual media in mathematics
phenomenological research on junior high school students'
learning improves retention and transfer of knowledge to real-world
experiences using innovative board games to learn about sequences
situations.
and series.

Figure 2. Visualization of Visual Board Game Themes
This pie chart illustrates the proportion of visual components that most
captured students' attention, based on observations and reflections.
Color and icons were the dominant elements, making it easier for
students to understand the material.

4.2. Board Game Interactivity and Student Engagement
The interactivity of board games, such as turn-based mechanics,
challenging problems, and group collaboration, encourages students to
actively participate in the learning process. Students become not only
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Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

recipients of information but also actors directly involved in exploring
the concepts of sequences and series. Observations show that student
interaction increases, group discussions become more lively, and
students become more confident in expressing their opinions. This is
supported by research by Najah & Afifah (2022), who found that

interactive elements in board games increase student engagement and
motivation. Another empirical study by Pratama et al. (2023) also
confirmed that interactivity in game-based learning strengthens
understanding of mathematical concepts through hands-on and
collaborative experiences.

Figure 3. Flowchart of Student Interaction in Board Games
This flowchart illustrates the interaction process of students starting
growth mindset.
from taking question cards, discussing, answering, to reflecting. Each
stage demands active participation and collaboration.
4.4. Conceptual Understanding and Transfer to Real-Life Situations
Board games not only increase motivation but also deepen
4.3. Student Motivation and Perceptions of Learning Sequences and
understanding of the concepts of sequences and series. Students are
Series
able to associate patterns in the game with mathematical formulas and
Student learning motivation increased significantly after using board
apply them to contextual problems, such as calculating savings,
games. Students felt learning was more enjoyable, less monotonous,
population growth, or geometric patterns. Student reflections indicate
and challenging. This positive perception was reflected in the results of
that the gaming experience facilitates their understanding of
in-depth interviews, where students expressed greater confidence and
mathematical abstractions more concretely. Studies by Najah & Afifah
enthusiasm in solving sequence and series problems. This finding is
(2022) and Sari et al. (2021) support these findings, stating that gameconsistent with empirical research by Rahmawati et al. (2022), which
based learning media are effective in enhancing knowledge transfer to
showed that game-based learning increases intrinsic motivation and
real-life situations. Research by Setiawan et al. (2024) also confirms
positive perceptions of mathematics. Board games also provide space
that visual and interactive board games strengthen understanding of
for students to learn from mistakes constructively, thus fostering a
mathematical concepts and applications in everyday life.

Figure 4. student conceptual understanding
engagement, and understanding of sequence and series concepts in
4.5. Reflection, Challenges, and Long-Term Impact
junior high school students. These findings are supported by various
Student and teacher reflections revealed that board games provided a
recent empirical studies and attached files, and provide
fun learning experience, built self-confidence, and strengthened
recommendations for the development of similar media for other
collaboration. However, challenges faced included time constraints,
mathematics topics. Implementation challenges can be overcome with
adaptation to game rules, and the need for varied questions. Research
careful time planning and content adaptation to students' needs. This
by Najah & Afifah (2022) also noted similar challenges, such as limited
innovation has the potential to create a learning experience that is fun,
sample size and implementation time. The expected long-term impact
effective, and relevant to students' real lives.
is the creation of a more inclusive, creative, and adaptive learning
environment to student needs. Studies by Pratama et al. (2023) and
CONCLUSION
Setiawan et al. (2024) confirmed that innovative game-based learning
media can sustainably improve students' mathematical literacy and
Based on the results of a phenomenological study analyzing junior high
soft skills.
school students' experiences using board games to learn about
Overall, the results of this study confirm that innovative board game
sequences and series, it can be concluded that the integration of visual
media with high visual design and interactivity can increase motivation,
aspects and interactivity in game-based learning media has a significant
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Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

positive impact on the mathematics learning process. The engaging
visual design and interactive elements of board games have been
shown to increase student enthusiasm, engagement, and motivation
during learning. Students not only became more active in group
discussions but also demonstrated a more meaningful understanding
of sequence and series concepts and were able to relate mathematical
material to real-world situations through playful experiences. These
findings confirm that innovative learning media that prioritize
visualization and interactivity can overcome the challenges of
conventional learning, which tends to be monotonous and lacks
context, and create learning experiences that are enjoyable, effective,
and relevant to the needs of today's students.
Based on these research findings, it is recommended that educators
and learning media developers begin integrating board games or other
game-based media that emphasize visual aspects and interactivity into
mathematics learning, particularly for abstract materials such as
sequences and series. Teachers can utilize board games as an
alternative or complement to conventional learning methods to
increase student motivation, active participation, and conceptual
understanding. Furthermore, the development of similar board games
can be expanded to other mathematics topics or different levels of
education to broaden the positive impact of this innovation. Further
research is also recommended to further explore students' experiences
using a phenomenological approach in various learning contexts, as
well as to test the effectiveness of board games over a longer period of
time and with a larger number of participants. Thus, innovative gamebased learning media can continue to be developed as a creative
solution to improve the quality of mathematics education in the digital
era.

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