Digital Game-Based Learning to Reduce Mathematics Anxiety

Abstract

Mathematics anxiety is a persistent challenge among engineering students, often hindering motivation, retention, and performance in Calculus, particularly in the topic of differentiation. This study introduces an innovative digital game-based learning (DGBL) approach using Canva to address these issues by fostering engagement and active participation. Unlike traditional lecture-based methods that may contribute to passive learning and heightened anxiety, this interactive platform incorporates clickable elements, drag-and-drop activities, and visual guides that support hands-on practice and deeper conceptual understanding. The games are designed to be flexible for blended, flipped, or independent learning, and can be easily accessed via QR codes or online platforms. Early implementation involving undergraduate students demonstrated positive outcomes, with evidence suggesting that integrating DGBL alleviates mathematics anxiety, improves attitudes toward Calculus, and strengthens mastery of differentiation. This initiative aligns with Malaysia’s SDG Goal 4 on Quality Education by promoting inclusive, technology-enhanced learning and supports the National Philosophy of Education’s goal of developing confident, intellectually capable individuals. Overall, the project demonstrates that digital game-based learning can transform traditional mathematics instruction into an engaging, student-centered experience that reduces psychological barriers and enhances STEM learning outcomes.