Game-Based Learning Innovation in Mathematics: Evaluating Student Experiences with Trigonometric PowerPoint Games

Abstract

This study evaluates an innovative PowerPoint game targeting basic trigonometric identities and angle-finding skills to improve students’ learning engagement. Traditional trigonometric instruction presents significant challenges, with students struggling to connect abstract concepts to practical applications and master fundamental identity relationships. To address these learning difficulties, we developed an accessible game-based solution using PowerPoint, incorporating interactive identity verification exercises, visual angle measurement activities, and immediate feedback mechanisms for enhanced accuracy. A descriptive statistical approach assessed 35 diploma students' feedback and performance using a 12-item Likert scale. All items scored above 4.3 on a 5-point Likert scale, indicating strong favourable reactions. Students strongly agreed that the game helped them recognize and fix mistakes (Mean = 4.68, SD = 0.57) and kept them actively interested in the class (Mean = 4.55, SD = 0.60), demonstrating effective engagement and reflective learning promotion. High scores were observed for enjoyment, retention, and problem-solving capabilities. Items related to peer collaboration and game adaptability received slightly lower scores, suggesting enhancement opportunities for future iterations. The PowerPoint-based interface made abstract trigonometric ideas interactive, with students reporting enhanced confidence in identity manipulation and angle measuring procedures, providing useful insights for mathematics education innovation while maintaining practical classroom implementation feasibility.