Using Non-Digital Games for Coordinate Geometry Algorithm Realism

Students faced difficulties in capturing introductory concepts of coordinate geometry henceforth affected algorithms realisms. The mixed action research was conducted to identify pre-knowledge misconception made by students, and examine the students’ perceptions on use non-digital game-plays. retrospective questionnaire, worksheets reviewing reflective in-depth interview were employed for data collection. Findings showed that students experienced different capabilities games assisted clear misconceptions. Further, usability helped enhance communicate, collaborate, engage critical thinking, creativity, problem solving perseverance competences as focus towards acquisition algorithm realism. Implications vested college mathematics instructors utilize play competence-based knowledge realisms; enhancement catalysing cognitive schemas into smoothly transferring accommodating knowledge, skills at higher taxonomies levels; game learning is creation interested motivational classroom activities, discarding anxiety misconceptions contents improving performance.