Abstract:
Mobile educational applications encompass some of the most valuable learning tools that have ever
been developed. Games for learning are most effective when multiple sessions are involved. Previous
research on the use of educational games in mathematics education has focused primarily on the
learning potential of these games and has not adequately addressed the continuance use intention of
these games. The purpose of this paper is to provide a model for the continuance use intention of
mobile mathematical learning games. A mixed method research methodology was employed where
qualitative and quantitative data was gathered through surveys and interviews. Sixty children, aged 8
to 12, from selected schools in one of South Africa’s provinces, participated in the study. The results
indicated that a combination, balance and interplay of the various dimensions of enjoyment and
engagement (cognitive, affective and physical) in a mathematical mobile learning game influenced the
continuance use intention of learners. The resultant theoretical model could provide educators,
parents and educational game designers with an integrated approach that should allow them to
design and evaluate specific mathematical mobile learning games for motivational potential.
