P frontiers | Fronties in Education Nout 2 beceor 2023 Bowes erie Rising in the ranks!: learning math omen access or playing games? Se mann ‘Mare T Sager, Maximilian K. Sherard, Saki Miton, nevew ov Candace Walkington and Anthony J. Petrosino ioe on Doan, conmsronoct ‘Thisqualtative casestudy examines te learning that occurred when asmali group Mare Sot ‘of midele grade youths embarked upon 2 personal excursion during @ game~ based math walk. Math walks are an informal learning activity where learners, 4nd faciitators explore mathematical concepts embedidee in everyday spaces. ‘The MathExplorer epp is 2 location-based mobile game designed to enhance aoe and gamity math walks. In our broader research. we invesigated a group of 18 Soe Sheard on middle rade learners who used MathExplorer to engage inmath walks ata local Watington © and Pose f9'2029.889 "nature preserve While most youths inthis study used the game as planned by the theron eanng mother lain ges? a re See eee ee a 025 September 2025 Mom naes Aone researchers. one group deviates from the plan and devised new ways of plying Sor eaneuc aes sna the game and patipating in the math walks. We see this deviation, or personal comment excursion, a5 a Source of insight for research on game-based math walks. To 22025 Se, Sword ion Vatingtonané Understand the learing that took place during this personel excursion, we raw Revoano Tnasanopenecesatcle pon sociocultural and self-directed theories of learning, Using methods of Saraea ye ect e__nferaction analysis ana emaodies action conversavon farework. We anayzed tia dsrbatonerepoaictoninatar” the small rOUPS AScussion, movement, and game-use to Understand: (2 the suet ndaecnpaeeuretioe, point at which the students deperted from the plenned use of MathCxplorer; and ce ne eee eeett mais) the learning that took place after tis departure. The frings include how the [omaticrind naenainwvmusn seeping” youth explicitly incerporate mathematics into game play through an activity-35~ ater acca Nose dsvibuton’ planned, and how the youth embark on a personal excursion relating to game Soret wt ave tre mechanics and gamification. with an implicit focus on mathematics, We discuss the importance of personal excursions for designing informal mathernatics learning experiences. informal learning, mathematics, game-bated learning, math walks, app development, ‘conversation analyse Introduction Inthis manuscript, we explore the unintended activity, engagement, and learning that ook plac when a small group of middle grade youths bashed on a personal excursion (A2=yed, 000) during a broader research endeavor focusing on informal mathematics learning, Azevedo (2005) defines persona excursions as instances when “students “bend” of leave the activity 28 fumed in onder to purrue pervonsl agendas and interents”(p.€2). Examining personal ‘excursions, particule in informal learning envionment, ca reved ways in which learning, situations canbe srucured fo students to engage with rich mathematics aswell as ways in ‘which learning situations canbe restructured to best meet pedagogic] goals Indeed, personal ‘excursions can show powerfl forms of mathematical engagement or spontaneous disruption ‘of mathematics learning and beter understanding them can suppoenformal mat learning, "Thismanuscrpt seeks ty adress this issue. The ‘personal excursion we describe occurted whensoperetat a group of middle schoo! youths deviated from the activity-as-framed and instead spent time hacking the poin-system within the game. The ‘youths learned howto maximize the point system by repeatedly taking Photos, posting questions, and watching walk top videos. A group ‘dynamic unfolded where the youth became more interested inthe understanding the underlying loge ofthe MathEsplrer app, rather than the acivity-as-plarned. “The “seit a-frarned” was a three-day camp where 18 mille _rade learners used location-based mobile game to engage in math ‘walks setivitis in local ature preserve, Math walks ae an informal learning activity where people explore a space by walking, eam about the mathemati concepts within the space, and pose new mathematical question about the space (er review, English etal, 2010; Fesaks et al, 2018; Gurianow and Ludvig, 2020, Wang etal, 2021), While math walls canbe faclitated with low-tech orno-tech, this math walk was falitated with a location-based mobile game «alled MathExporer. MathExplrer allows youth to explore a rel ‘world space using a map interface, watch pre-recorded videos about ‘mathematical concepsratetto the space known as math stops), and pose/post new questins about the space. Youth using the MathEsplner app a eperiene elements gication — dey at ‘at pias by vs aso, ner questions, al poning, their own questions, Youth can use these points to advance in a senking yetem and access new gameplay features (gn ‘customized avatars). Wie consider petsoal excursions tobe an important analytical foci for researchers wholinvestgate the gamifation of informal math learningenvionments. specific to our research on game-based math walks, personal excursions reveal design problems within the “MathExplocer app and pedagogical problems within the practice of| ‘conducting a math walk. More generally to research on informal mathematics learning, personal excursions reveal the clever and "unpredictable ways youth can engage in mathematics in everyday settings of thee own volition, These insights would not have been possible ad we only fare vu leo onsale way engage ln the game-based ath wal ina manner we deen “appropiate” ‘or “desirable With these benefits in mind, we et out to trace how this perronal excursion unfelded in our research. The rtetch quartions guiding thie study are: |. How do youth engage with the MathExplorer game in a ‘manner consistnt with the way the reseatchers and instructors intended? 1. What activity engagement, or learning were generated 20 Nene Un bend ote he geting and hig wih inde ger nd tho cae the ae thera se 205 | hoc | Lie ing erg i 206 | Nene =i geting nd mina ag cde 207k ‘So. your) (ning Phen) 206 Phen Maphe Bk) hat te eg 209 Nee Averages of asa le) 210 | ek hyo Usiagng hte) beginning of Neptune’ tof tlk which we terpeted as Neptune processing the questor and organizing his response. The gestures manifested as his answer to Jack, before he described, using the smathemalie vocabulary the "average tze” Phoenix then intereced a potential question for Neptune (line 205). He did so with a ising intonation, which we interpreted as Phoenix experiencing a level of excitement (emotional stance) to support the (mathematcal) direction of the conversation. Neptune ignored Phoenis’sintercctional stance but engaged Jack by gesturing 4 larger circle with hisindex finger and thumb. We assumed that ‘Neptune thought these snails were lange than the average sal found within the Nature Center (2.06). Neptune hurriedly began tis tance sand placed an emphasis on “this? to fortray the importance (eovodonal stance) hls gesture ad howe is nking about the she aay rela sl, To ley Neptune ts Is jestures and incoherent thoughts into a mahematies question, Jack gaged Phoenix by pointing to hits and atking "What wot your question again” (line 2.07). Jack began witha pause and repetitive lause while asking his question with a rising intonation. Jack Aisplayed a level of hesitation, frst by trying to remember the point that Phoenix made, then suggested that he was no filly engaged in Phoenix contribution tothe conversation, Fhoenix started to answer Jack’ interaction stance, before being cut of by Neptune (line 2.08). Phoenix also answered with level of hesitation, suggesting that hes unsure of is response, He then posed his question witha sing ‘ntonaton, We aterpret this as Phoenix seeking validation, fom both Jackand Neptune emotional stance). Neptue interjected to complete Phin qucnin lie 208), Nea satel is question yeild ‘ith fat itonation, suggesting a evel of fality to this sequence, a8 well as his losing interest in this conversation (emotional stance)-Jack confirmed by saying, “Yeah” and shrugging his shoulders while looking at Neptune (ine 2.10) Jck sid “yea” slowly, while breathing out We interpret this as lack admiting aleve of defeat with Neptune, ‘while simultaneously being dismissive, as aggestng that is nat a 00d enough question for ack Case 1 summary ‘This cake strates the acuves as planned by researchers, wth 4 speciic emphasis on the intersection of gameplay and targeted vathematical lacning, “The mathematcal concepts in this Investigation centered on a singular object vithin the Nature Center, facusingon fundamental ideas such sive cetral tendency, grow, smemurement and dimensions, The group war exploring mathematica concepts related to the measurement of erclar shapes (snl shel), With their gestures suggesting tat they wee focusing on comparing the circumference of these circular shapes. Thy also integrated in mathematical concepts related to finding an average valuc, and using {his average to make aims about how properties of individual objects ‘may relate to the average (Le, these sail shells may be especialysoperetat large). The interaction followed many ofthe intended norms for ‘mathematical discussions related tothe game, which included the instructor working to focus intl free-form learner observations on mathematical principles, which often launches of starts students ‘mathematical nteractens with the game. We also see the norms of students engaging in noticing and wondering of mathematic in their ‘environment, sents exchanging ideas with each other, and students reasoning together about visual mathematical properties of photo images they captured in the game (Figure) The interactive dimensions ofthe study incorporated gaming cements, exemplified by activities such as capturing a single picture ofthe abject and subsequently aking mathematical questions about the abject. The interactional tances (Figure) displayed during this eplbode sowed how students demonstated tet rasp ofthe relevant st Peete 1) Pte of ecusion ten by Neptune) Mat stop competed by roan cutng this teracton (A) Neptune chose ot save tina in then IB Ths wh a sed uy oes the wit te gene Tack ' Ainstructor) Neptune ice! ——, Trterions] [Emotional] [Tatctonal’) [Emouonal—] [meetonar) | Emoto Ste Stugglesand | | Notesshet |_| tetally Interups |_| Shows pointing | | feels se gestres,| | neuraltoned) | withing | | enthusm‘o| the Pe, tuneertain || and Neptone's | intonation, |_| back the tugngthe | |eadingthe | | emphasizes | | gestures propesinga | | math-bcused ‘goup:othink| | math‘ocused | | "ns feeleinto | | auestion | yum aj) Yup wal” a kp 401 | cyte That 405 Oben (igang var trad Neptig) reat king ght 106 ck a (pining Nepane ha how go bao Sting yoarankt ‘oT game (aig te uo is Pada shige sho lip) 408 Obes Hibs ten aching (ea), Eh not even seching heat ekg on these “05 | Negrane ah (i bie down utr oma) [Neptune embodied a esponse (emotional stance ashe continued to pay the game on hisiPad (line 07). Neptune wae both bluching and smiling after hearing Jack and Obera's comments, We interpret this as bots) level embarrassment for being caughty the adult facilitator for advancing through the game and (b) equally, a sense of| pride for learning how ta clevate your rank within the game. Oberan continued with this stance, by reterating that Neptune was not watching the videos, hes just licking through them line 408), and emotionally stated this with enthusiasm, while smiling. Neptune inially admited to this sequence, by stating “yeab (line 4.09). [Neptune took an emotional stance by stating his response ina hushed tone, while be was burying his head further into the iPad, We interpret Us as Neptune dexkaing a level of defeat ai continued embarassment fiom Obeiais and Jack’ comments. Cybele interjected into this discussion; however, no one tok up her stance (line 4.10), Ae mentioned, Jack did not take Cybele stance, but continued with Neptune and Oberaintersctonal tance In this interactional episode the interplay of emotions, verbal exchanges, and nonverbal cues offers valuable insights into the learners dynamiesand tei evolving understanding ad engagement with the mathematica! concepts embedded in the game. This interaction highlights the interconnectedness of mathematical thinking, emotional sponses and per learning within the gamed contest, emphasizing. the multifaceted nature of the math learning experience. Episode 2.3 Jack facing the two earners, showed his intrest and engagement within the conversation, and his comment points ata aw within the tame that allows payersto rack up bunch of points ine 5.01) fac ‘was smiling (emotional stance) throughout this interaction to suggest that he hasa sense of pile that he has: (a identified a law within the “MathEsplorer game o sare with the app development team, and (D) that the group has uncovered how Neptune has so many points ‘Neptune, now backtracked his previous coment of “yeah (line 502), while not looking up from the iPad (interactional stance). Neptune stated his reply in a shaky voice, and paused between the causes (emotional stance), he als continued fo not look up from the iPad, ‘Weintrpret this asa defense mechanism t.epaat himself rom the unpleasant iteration between Oberan andl Jack. FA is emating a Sscker at dis interaction (emotional anc line 5.03), a5 Nepuune was yng to convince the group that he wasaetually watching fr the ‘math content nthe videos, s opposed to focusing on guining pints to elevate his rank. Simultensously, Aris: chimed in to provide ‘dditional details (line 5.04), while emphasising "keywords and had 2 igh sing intonation emotinal stance) We interpret hie Arex supporting Neptunds stance by suggesting tht he was watching the videos, swell sack and Ober stance, by suggesting that he only listened forthe keywords from the videos. his case concluded with Neptune continuing to sate his rebutal in a shaky voice and defensively (emotional tance line 5.0) (see Table 9) “Thiseplsode showcases the learner critzal thinking sills they Sdntity sae in the game, thei avvareness of social dynamics, and their emotional responses to interactions tit involve defending or jst te gameplay strategies Jk ace uvulveent is shown Aish his dees a gue Naw wi pide. Neptune defensive response and avoidance of ye contact imply tension avoidance. Aries contributes, aligning with both Neptuse, Jack, and Oberaas perspectives. Emotional cues ike tone, pauss and non-verbal signals reveal their diverse attitudes and reactions, shedding light on the groups dynamics. Further this episode underscores the multifaceted ature of math thinking and learning within gamified context, where learners navigate not ony the mathematical specs ofthe game, such 1s problem posing, but also the social and cmotional dimensions of collaborative problem-solving and strategizing. Case 2 summary Ta this personal excursion chosen bythe youths, the fous shifted fom the intended Nature Center exploration to the MathExplorer| ‘me, Despite the davaton from the teacher’ original pan, the Participants engaged in meaningful mathematical thinking and reasoning related tothe game’ point structure. The mathematical Line = sor Jak ((Gesuing var Nepean cing Ober) Tt lah eso thy Ee wath 0 yo do ot sr hgh (sb epn esto) 1 sts pis Lae shen fit SO Nepine | =o (.m cay ating them (op dey om (Going fom bbnd ae) 05 ‘Wal ie ou shoal et nme te geson 505 Napine | -No.Lam- (cama ysl)soperetat aro freptune Cybele fberan ‘aries ‘Tecnologia: Mentos of te ep rat ac Ch ey ‘concepts explored included ratios, algorithms, pattern recognition, ‘ane development of trates for auuirng the mos polls Here, te allel nero dd ot aways flow te end set | norms for learning mattematics though the game. The mathematical interaction started throwgh a udentepontaneouelybrvgsingsbout ‘something they were proud of, which was implicit (but not overt) ‘mathematical. The group dynamics throughout he discussion evolved to keep the gamifcation elements atthe forefront, while keeping the ‘mathematics very implcit and almost invisible. The norms for the ‘ensuing mathematical dscussion were focused an social comparison and exchanging practical strategies to take advantage of the token system, ‘The youths actively attended to various game aspects such as acquiring more points, elevating. their ranks, and discussing achievements, Notabls ricton with the atvty-as planned emerged, still soul ees ike Nepned unaniventional sate, ‘causing tetsion within the gioup and eliciting emotions of ‘embarassment and defnsivenes. This highligh the dynamic nature ‘of the loarning enviroament and the necssy for educator to navignte unexpected bshaviors to ensure a meaningful leaning process. The emotional stances (See igure 8 for an overview of all Iteractonal and emational stances), rch with positive elements like ‘excitement and curiosity, but also with some indications of concern and gu, further underscores the complexity ofthe gumifed learning ‘experience. This cate underscores the learners’ sophisticated ‘engagement withthe mathematical concepts embedded in the game, as they navigate emotional nuances, collaborative problem-solving, and ethical conuderauons "anther quest for mathematical understanding. Discussion ‘This manuscript explores the utllzation of a game-based app among midale-rade lernersto facilitate ther mathematics earning land cognitive development within an informal learning sting Specialy, we focus on youths activity as planned and their personal ‘excursions In Case 1, ve saw the instructor strugale to guide the ‘mathematical conversation, Neptune's varying levels of engagement pb nteraing wi the Mathie gare then economy fleets sch 5 ang res wh thee oes elevating thank thin the game rt es Fee 7) and disinterest, and Phoenix’ excitement and need for validation ‘seated interaction wid Utne ineracionatedunolgial snd eatin staan. Thee tances colevely slape the low ad ‘outcome ofthe conversation about the sailshells and mathematical concepts The tudente alto engaged in matrematicel dsewsions in this case, relating to the accumulation of points over time, but the ‘mathematics being discussed took a backseat tothe game mechanics and gamifeation. In Case 2, the instructor played a central role in steering conversations, and emotional cues inerweave with interactional stances to create arch tapestry ofintractiens. The groups dynamic Interactions emotional cues, and responses to each other's tances reveal a mix of pride, curiosity, defensivenes, and amusement, The Instructors pedagogical etforts to steer conversations ina postive Airecton, Neptune’ attempts to justify his actions and the interplay lets various learns tans slomeasetle copes et engagement withthe game and cach other. The students are also engaging in mathematical discussions it this case, relating to accumulating points overtime, bu the mathematics Being decursed takes backseat to the game mechanics and gamifiation. “Thus. within the corpus of data a sing: group exhibited a dual focus: (1 discussions revolving around the gare-hase features ofthe “MathExplorr app, and (2) dialogues srkirg a harmonious balance betwen gameplay and mathematical conten: Ibe overarching im of this investigation lcs in unraveling how middle-grade learners navigate the tension between thee mathematical learning objectives and engagement with the game. To further elucidate the findings ths discussion 1s organized into two principal sections: mathematics ‘excursions and personal excutsons, Mathematics excursion “The first case, “Mathematics Excursion deves into the instances, where a more balanced discourse emerged. Notable factors contributing to this equilibrium include the predominant infiaence ofthe adult facilitator in shaping interactional dynamics, emotional stances that were somewhat detached from mathematical discussions, and the technological component serving as ato! forsoperetat sdvancing learners within the game. A noteworthy point is the demonstration of incretsed mathematical discourse while learners were physically immersed in the Nature Center environment, @ phenomenon corroborated by Brown etal. (1989), Greeno (2006), and Lave and Wenge’ (1991). For Instance, the collaborative engagement involving interruptions from Jack, guidance from (Oberan, andl Neptune’ emotional ctaations collectively exemplify the collaborative effort in interpreting the mathematics of small shells. The diverse emotional cues exhibited by Neptune, ncompacsing uncertainty, rie, dsinorest, and hesitation, lend depth to the analysis, Ares and Cybele probing inquiries illuminate thee envoy ciern appenach, "Through these instances, the intricate interplay of emotions and Interactions takes center stage asthe group grapples with formulating mathematical queries. “his sequence also unveils the web of group dynamics, with Jak’ incovement, Neptune’ siting responses, and Phoenix’ somewhat overlooked input constituting pivotal elements ‘he spectrum of emocons—embracing uncertainty, excitement, Aisintrest, and trostrtion—provides insight into the challenges encountered by the group in collectively engaging with mathematical woneepts. Moreover die inertial sane pay a pivotal role nopelingpaogress win the ya by diving participa aptare images and pose mathematical questions, An interesting facet is Neptune prominence in this sequence, deepite hie emotions! ‘detachment from the mathematical discourse. This contrast starkly with his emotional investment in discussions surounding the game as observed in the lloing section, Personal excursion ‘The second case, "Personal Excursion using MathExplorec” isseetsanteractions that ar predominantly focused on the game itself In these instances, learners took the lead (A2eveclo, 2008) in necting Une eonvesains, wis he Maxplner ay cing ve sucteus of discussion, abeit act necessarily integral to their progress within the game. The emotional spectrum displayed by learners sncomparsed 4 wide range, reflecting the gamut of sentiments experienced by the partipants. Noteworthy in this episode leseners deliberated on strategies to enhance ther rankings within the game by elevating their ranks and credits inthis virtual “token economy” (ablonka, 2017), Neptne’s proud declaration of high game rank intistes a series ofinters:tions. Guided by ack’ sll conversational steering and Cybele acknowledgment, the group navigates mathematical discussions concerning game points. Neptune’ smirks, (Cybele responses tinged with defeat, and Neptunes sublle alts of| supenonty collectively unvel the complex emotional underpinnings oftheir exchanges. As Neptune’ pride intertwines with feelings of| sult and embascssient, and Cybele eli contasts with inherent insecurities, the emotional tapestry sets the tone and trajectory ofthe interaction. “The interplay ofvertal and nonverbal cus server at alen through hich fo decipher the group's engagement, individual personalities, and the role emotions play in shaping their shared experiences. The iteraetional stances were firmly geared toward game-play and peer Interaction (ved, 2006), with emotional dispositions oscillating between excitement, confusion, and even teaces of jealousy. Importantly, these interactions and emotional stances were significantly anchored to the game and perpetuated the negative consequences of incorporating a “token economy” within the {gumification of learning (Le, the technolegy: Ke, 2016; Jablona, 2017) Tis article sheds ight on te intrest dynamics that middle rade learners navigate when confronted wi the interplay between ‘mathematical learning and game-based engagement as facilitated by the Mathsplorer app By dsecing interactnal eplsdes and closely ‘xamining emotional undercurrents, che sady presents « msaneed understanding of how leners approach and integrate mathematical snd game raat dimensions within an informal educational context ‘The outcomes hold implications for shaping fture esearch endeavors in the realm af gamifying. muthemitin within informal learning stings. Mathematics and conversation analysis “The intricate interplay between technological and interactional stances inthe dain of mathematica thinking and learning holds significant implications, aligning with both sociocultural and self ected eur, Our mascxipe unfolds dul traentry: ist om youll adhere a “atv plane?” apy for problem posing n mathematical contexts and secondly, exploring their personal excussiont, where «focus cn game mechanice and ‘gamiication subly itetwines with mathematical concepts. ‘Within the sociocultural perspective. technology serves as 8 facilitator, extending the earning environment beyond conventional boundaries. The personalized experiences and dynamic visualizations offered by technology reflect the self-directed learning approach observed in youths, enabling them to engage with mathematical concepts at their own pace (Engle and Conant, 2002; Azevedo, 2006; ‘Kim and Mo, 2018), Collaborative earning, nurtured by interactional stances, mirors the communal spect of youths" personal excursions {nto game mechanics and gamification, where mathematical learning lucie implicit ad sae wii cnn fears (09 tal, 1988, Gree, 200), Furthermore, the emotional stances hol direct relevance tothe mathematical learning experiences of youthe outlined in our ‘manuscript. Positive emotions such as curiosity and oy gn with the sociocultural emphasis on aflective dimensions within social contests and find pales in the postive emotional experiences contributing to youths’ engagement with mathematical concepts (Hannala, 2006; Tyng et al, 2017). The emional stances discussed, encompassing ansety and fea, connec othe sel directed theories presented in our manuscript, impacting mo:vation and the learing. process during both planned mathematical activites and personal excursions (rguel ea. 019). In essence, the integration of technological and interactional shapes «blended leasning envionment, echoing sociocultural theories, but also underscores the inereonnestedness of Social cultural and technological acters in shaping. youths’ sathematical learning experiences Simultaneously, the highlighted emotional stances underscore the dynamic interplay between sociocultural and self-directed perspectives. fring insights into how emotional experiences shape the mathematical engagement and learning of youths ae they navigate both planned and personal ‘mathematical journeys (Goin etal, 2014 Walkington, 2021; Milton tal, Under review).soperetat Limitations and future directions This study has varios limitations. Fist, we did not deeply investigate how the learner's identities eg, gender o racial identities) impacted the converations surrounding the gamifistion of mathematics Also, the MathExplore game stilin the development stage. The learners encosntered a muriber of bugs win this verson, Which might have impacted how they discussed elements othe game during this camp. Fuure research is needed to examine the relationship between the gamifcation of mathematics and the «contextual aspects of various informal learning sites. For example, tow might emategrnp mn eroaesite enema (eg. om ar museum compared toa ature preserve) yield new understandings of| ‘conversations as they rete to the gamification of mathematics However, this mantscrit makes a unique contribution tothe research on the MathExplorer app. While other research has been limited to exploring the dynamics ofthe math walks themselves and ‘hat students produc, the ways in which math walks impact learners and the teacher and stident interactions that occur during the math ‘was, thisisthe first pee of research that has explicitly explored an Important alordance (ae constr) of dhe technology tel ~ pundit, Te il iso tilde auton essen the app was complex an involved discussions between team members who were Ierning siete experienced video gave deegaert and informal learning ite dectors an educators. also resulted from an intial seo focus groups wth kids of ou desired demographic where they described what thy would want to see ia math walks app, Bette understanding the implications ofthese design decisions made ina complex RPP contest can revel important ways in which research «an feed into design iterations of technologies use in practice, Implications and conclusion This single case stanly (Yi, 2018) evan ow dll ye leaves? us ofa pune bcd app facts thei mathematics lain and thinking tn informa lain te. Designing games for educitionl purposes i comple, as davelopers mst integrate academic laring gals with game mecdanice and fentues, Instances of intrinsic integration - where the aademic concepts match with elements ofthe _game mechanics ~ canbe particularly powerful, but many typical game systems contain lementthat reno intrinsically integrated (eg, reward systems). The present cases contrast the kinds of interactions and ‘emotions that occur acs groups of lamers as they engage with discussing mathematicel content and questions that have been inrinskally iterated in some elements ofthe game mechanics, with interactions and emotins surrounding revand-bassd gumufcton. When exploring mathematical elements, we see engagement and enthusiasm alse uncertainty and dismissal. Adee! metivation for parsing mathematical activites has aways been an ie, and arers and educators may navigate significant emotional Baggage when wing game bared leringin mathematcr When exploringthe rar spt, we see emotions of amos enthusiasm, and inguistivenes, supporting the ably of these kinds of extrinsally motivating gamifiction to support productive emetional engagement with the game. However, _wealao see boatuines and guilt arse through the competitive cements that are impli embeded in the game. We close by giving three major implications for this research: First, we accentuate the importance of taking up both felittor and student’ feedback for game development to care a balance of gum: play and mathematic (lagu tal, 2018 Tas, 2018; Behan etal 2020). A high-quality math game wall in part motivate students through the math content and ative themselves being compeling, while also capitaliing on extrinsic integrators fo further motivation, ‘The game must be designed such that thereis not excessive focus on the later element of gmifcatlon. While tn an idl word we would not need extrinsic motvators ke pois, rewards, and levels these kinds of token economies ae highly embeded in our culture an the umes that etudent are eecustomed to playing. Second, math walks can bea useful paagogical tool for math learning. when intentionally designed (Fecikis oa, 2018: Wang etal, 2021; Sager etal, Under review). Here we saw math walks allowing students to engage in asking and answering their own creative mathematical questions - a complex and open-ended process that is challenging to launch and faslitate. We sw students critically engaging in discussion with each other, and also being. relatively self-directed in ther continued use of the app, without needing a "grade" of other potential negative consequences to ‘motivate them. The build of the app itself, ong with the fciitation skills Ue eae, was adequate to hep le tue engaged ne usin ver 3p. Finally, this sudy provides one example of collaborating with ‘formal leaning sitet ye” on mah in ther paces (0 aly 2017). Theinteratons students had with the ap, and theses that the students nd instractrs identifi al fino ute development cycles ofthe technology. Analyses of ich interaction ik those presented ere can allow technology developers to se ther innovation in new Ways though the eyes of lamers and teachers wh ae using iin the fil, Understanding how emotions and interactiors shift overtime can help designers better plan the low ofthe game experience. Data availability statement “The saw date supporting the vonclusoas of this article will bbe made availble by the authors, without undue reservation Ethics statement ‘The studles involving humans were approved by Southern “Methodist University IRB, The studies were conducted in accordance with the loca legislation and instittiona quirements, Written informed consent for participation in this study was provided by the participant’ legal guardans/nestof kin, Writen informed consent was obtained from the individual(s), and minor(y legal guardhan/ ‘ext of kn, forthe publication of any potentially identifiable images or data ince in this article Author contributions MTS: Conceptalization, Data_curation, Formal. analysis, “Methodology, Writing - orignal drat, Wring - review & editing, MKS: Conceptuaization, Data curation, Formal analysis, “Methodology, Weting - original draft, Wrking - review & editing, SM: Conceptualiztion, Data curation, Nethodology, Writing, — original df, Weting ~ review & editing, CW: Conceptualization,soperetat Data curation, Investigation, Methodology, Supervision, Writing ~ orginal draft, Weting ~ review & editing. AP: Conceptualzation, Data curation, Investigntion, Methodology, Supervision, Writing ~ review & eiting Funding “The authors declarefnancal support was received forthe esearch, suhorship andlor pobliaion ofthis art. This mari isbased upon work supported by the Rational Science Foundation under Grant DRL 2D115393. Any opinions fnvings aml cancion a reammendainns expressed this matralar those ofthe author(s) and donot necesriy rele the views othe National Science Foundation. References singing oa Cg Ee ‘Arpt A Lak Kenn Log yan Pach ML 200) hog exile ti at mac ki seoiemen In| Ca aa, 5-9 dot 1 0078 006 HH 8 ize ES). Th rd ratio nd ni Sean N. Kaan, A al MA. Rand Hat A (0. The fe conus nay ig ne arnganogyeang cr ‘Gain Sov Veh Se 006} chah Be Calis A and Du (19, Sted gn and the abuse of eaig i o'6,35 "0 dn a SHOOTS Clin, (200 Cognie seme The Cambrian of Te neg 8 ee fondo OO Coney Uwe Ds) ‘oxps (21). 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Games 6-9. dok ropa 08 Conflict of interest “The outhors declare that the research was conducted in the absence of any commercial or financial relationships that could beconstrued as potential cont of interest, Publisher's note All lain expresed in this article are sally those of the authors and donot necessarily represent thos oftheir afiliated organizations, ethos of the publisher the elites andthe reviewers. Any product that may be evaluated inthis article, or lai: that may be made by its ‘manufactur is not quaranted or endorsec by the publisher solace Clr ue 0, 6-56 ST) 1-8 se oa Hann M.S. (2) At nbn king ad ting vad ‘ow ond rc} Noa dW Sapna de Nebel. Hans M.D. Fs 015 Assn etc meio othe cston: snp coat atte el npn actin ct REN tiemace ona Ee AUS et Sr Heh some 6809 eth, C, and a2) “Ended aon adoration aint” in Te snide comin aaa ee | Selanne (We Se UK Wie) Hert. (01D, "erste of knoe. eri of experince: empaic ‘mame inert in Th aly ae comes Se ‘oud and Sena (Cambie Celgene Pr) G.I WPL Chen, CC TNT. (6) fan pened sateen pane aca lartgachrects ond tee Wed ebseaticn, neler Boer 2h 1851508. ao non UD. and Dee EF 222). athena was iseahf yeti Dosis, & 2017) Ganon, sandr and seas in ates finn eae eminem pope) Nath iataetnd ena Fseaion an Seley Core Vln roe ut, Bo a SH. 2006, Eeminingumpetng colibri and dare gation in oun ane ath ing Compa Ee 125 44-87 Savloldteicommeta int! ode, Bnd Henn, 195). nds oo and prc 1 aa 49-108 de a Sant? (206 Desig anit psig ge senate row Eu Tac Ret eo 215-20 ot TOT ADS fluc mt hemoor neal ame at [Cad Cop. ar 88 38 aren Wenge (19). Sted ern inp pps, cide Cong Ute Pree Mio. MET Shera MK; Wingo a Pesta. (Ue Review) Sens aleve nd pcg tu oar mates We Maas 2006) Mh mannan en ctr: Camberg MATER. iY. FK and XX. D2). 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