NEWS: The PRIME online tool is now available!
PRIME – Pedagogical Review of Interactive Math Engagement - is a tool that will allow comparative evaluations of various games across a standard set of criteria, which will eventually help create a community driven database of games that can be searched against specific approaches or focus areas.
This framework has been conceived based on various research initiatives undertaken as part of the ENIGMA project, including interviews with leading practitioners and experts in the fields of educational games and digital game development. We hope that this framework serves as a starting point that can be adapted and developed further as a guide for all those educators seeking to make better use of games in their classrooms.
Incorporating games into math education can be a powerful way to engage students, but not all games are created equal. Some encourage deep understanding, while others focus more on rote memorization. This guide provides a structured assessment matrix to help educators evaluate math games effectively, ensuring they support meaningful learning rather than just entertainment.
The criteria outlined here are based on expert insights and established principles of educational neuroscience. By using this framework, teachers can make informed decisions about which games to integrate into their curriculum. There are 9 criteria in total, each linked to a specific aspect of the gameplay or game design that may impact the learning outcome.
It is critical to emphasize here that the framework is NOT designed to be seen as a qualitative score of the game itself - we are not trying to rank game quality based on the output from PRIME. Instead we want educators to engage critically and very subjectively for each game they may want to use, and invite them to evaluate how the game incorporates each of these aspects. A game scoring low in some areas does NOT mean it is a bad game, but it might not be the ideal game for some students or some situations. We aim to create situational awareness about the strengths and weaknesses of a game in particular categories, but we do not seek to express a qualitative judgement for the whole game.
The PRIME Framework is one of the outputs from the ENIGMA project. When the project was conceived, the intention was to analyze various math games, and present different approaches these games use to engage and address the math classroom.
However during the project it became clear that while this would be a useful starting point, it would be limited in the long term as a reference or tool, as features in games change constantly, and it may also be difficult to convey and directly compare a specific feature from one game with that of another.
Instead the project partners decided to refocus on what a good output would look like: a framework of key criteria representing the most important features a math game would normally feature. To validate our research in terms of what these critical criteria should be, the project reached out to 3 leading exponents in the fields of educational use of games and game design and development, and conducted in depth interviews that will be featured below. Based on these interviews and ancillary research, the PRIME criteria were established.
In order to make the framework even more useful, an additional effort was made to turn the theoretical framework into an online tool that will allow educators to not only rate games they use, but also compare their evaluations with those of other educators, and to compare games. This will at a later date also be complemented by a forum system where educators can engage with and discuss both PRIME and the use of games in the math classroom with fellow practitioners from around the globe.
We hope that this approach delivers a long lasting, self sustaining and ultimately useful tool that educators can use to discover new approaches and connections to innovate on the use of games in the math classroom.
1. Emotional Connection
| Definition | A game’s ability to make students feel personally connected to mathematical concepts, reducing anxiety and increasing engagement. |
|---|---|
| Why It Matters | When students feel an emotional connection to what they are learning, they are more likely to stay motivated. Games should create moments where students feel inspired and see the relevance of math in their lives. |
| Teacher’s Consideration | Does the game make math feel relevant and interesting? Does it help reduce students' fear of making mistakes? |
2. Exploratory Learning
| Definition | The extent to which a game allows students to investigate and experiment with mathematical ideas, rather than just solving pre-set problems. |
| Why It Matters | Learning through discovery helps students develop problem-solving skills. The best games allow students to "play with concepts" and form their own understanding instead of relying solely on direct instruction. |
| Teacher’s Consideration | Does the game encourage students to test different approaches? Are there multiple ways to reach a solution? |
3. Visual Feedback
| Definition | How well a game provides immediate and clear visual responses to student actions, reinforcing their learning process. |
| Why It Matters | Students need to see the effects of their choices. Well-designed games provide constant feedback, helping players learn from their actions and adjust their strategies accordingly. |
| Teacher’s Consideration | Does the game use animations, graphs, or other visual cues to show progress? Is the feedback meaningful rather than just decorative? |
4. Real-Life Relevance
| Definition | The ability of a game to connect mathematical concepts to real-world applications. |
| Why It Matters | Mathematics is a tool for describing and understanding the world. Games that mirror real-life situations help students see the practical applications of math beyond the classroom. |
| Teacher’s Consideration | Does the game involve practical problem-solving? Can students relate the skills they learn to real-life contexts? |
5. Progress Tracking
| Definition | The game’s ability to monitor student development without relying solely on traditional assessments. |
| Why It Matters | Overemphasis on grading can discourage students. The best games focus on moments of realization and progress rather than just numerical scores. |
| Teacher’s Consideration | Does the game allow students to track their own growth? Is assessment built into the gameplay in a natural way? |
6. Conceptual Understanding
| Definition | Whether a game reinforces deep comprehension rather than just memorization of procedures. |
| Why It Matters | Students need to understand the 'why' behind math. Games should push students to think critically rather than simply completing exercises. |
| Teacher’s Consideration | Does the game build foundational knowledge that students can apply beyond the game itself? |
7. Collaboration & Experimentation
| Definition | The extent to which a game encourages teamwork, discussion, and creative problem-solving. |
| Why It Matters | In real life, math is often done collaboratively. Games should encourage cooperative problem-solving, discussions, and collective learning. |
| Teacher’s Consideration | Does the game include multiplayer options or activities that promote discussion and shared problem-solving? |
8. Game Balance
| Definition | How well a game maintains challenge without becoming frustrating or too easy. |
| Why It Matters | If a game is too hard, students may give up; if too easy, they will not learn much. Poor balance can lead players to exploit shortcuts instead of engaging with the intended learning process. |
| Teacher’s Consideration | Are difficulty levels appropriate for different students? Does the game adapt to individual learning speeds? |
9. Immediate Feedback
| Definition | How quickly and effectively a game responds to student actions, helping them learn from mistakes. |
| Why It Matters | Instant feedback keeps students engaged and allows them to adjust quickly. Fast, clear responses help reinforce learning and prevent misconceptions from taking root. |
| Teacher’s Consideration | Does the game correct mistakes in a way that encourages persistence? Does it provide explanations rather than just marking answers as right or wrong? |
Sample Evaluations of Popular Math Games
Below are sample scores for three well-known math games, using our assessment matrix. Each category is rated on a scale of 1-10. Please note that these scores are only intended as an example, and are NOT a definitive evaluation of these games. By the very definition of this matrix, such a definition is highly personal and there is no 'official' or 'correct' score for these games.
If you are not familiar with these particular games, click on the name to go to the specific website where more information can be obtained.
| Category | Prodigy Math | DragonBox Algebra | Minecraft: Education Edition |
|---|---|---|---|
| Emotional Connection | 8 | 7 | 9 |
| Exploratory Learning | 7 | 9 | 8 |
| Visual Feedback | 9 | 8 | 7 |
| Real-Life Relevance | 6 | 5 | 6 |
| Progress Tracking | 8 | 7 | 5 |
| Conceptual Understanding | 7 | 9 | 8 |
| Collaboration/Experimentation | 5 | 4 | 9 |
| Game Balance | 8 | 8 | 7 |
| Immediate Feedback | 9 | 8 | 6 |
Expert interviews
We are delighted to share below the expert interviews we conducted as part of the ENIGMA project. These are featured below as MP3 files. Originally these were recorded as online Microsoft Teams meeting at various points in 2024, but due to some video quality issues we have decided to publish only the audio of the interviews. The interviews are uncut and unedited. All interviews were conducted by Klaus Conrad with each respective expert.
Prof André Thomas
Henry van Wagenberg
