Digital Interventions for Mathematics Anxiety Among Engineering Students: A PRISMA-Guided Review
DOI:
https://doi.org/10.11113/sh.v18n3.2335Keywords:
Mathematics anxiety, digital tools, engineering students, PRISMA and systematic reviewAbstract
Mathematics anxiety is a significant barrier to learning and academic performance, especially in understanding complex mathematical ideas and knowledge that can be applied in engineering. The objective of this review is to analyze the influence of digital interventions on reducing mathematics anxiety among engineering students with the help of PRISMA methodology. As a part of a literature search, articles associated with the topic have been found, evaluated, and selected based on inclusion and exclusion criteria. The results show that there is currently an abundance of research focused on the utilization of various types of digital tools like gamification applications, adaptive systems, as well as cutting-edge technological solutions like AI and VR, in helping learners acquire knowledge and decrease anxiety levels. Furthermore, there is an increasing trend towards considering psychological variables, such as motivation, self-efficacy, and attitudes, to boost the learning process. Nonetheless, at present, there is a lack of evidence about the efficiency of digital interventions in promoting learning in engineering as the field has not been widely explored in existing literature yet. In summary, the review demonstrates the current trends in studying digital technologies as the means of promoting learning while accounting for psychological factors.
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