Designing player experience goals to support learners in a digital game about mathematics anxiety

Abstract

Mathematics Anxiety (MA) is a multifaceted academic anxiety that disrupts learning and performance, often leading to lifelong avoidance of mathematical contexts. This paper details the early preparatory phase of the MathifyMe project, an Erasmus+ initiative aimed at developing a digital learning game for students aged 8–15. Adopting a playcentric design and design-based research (DBR) approach, the authors establish design principles focused on emotional self-regulation, autonomy, and collaborative play. By integrating Self-Determination Theory (SDT) and positive psychology, the game aims to create a low-stress, failure-tolerant environment that enhances self-efficacy and fosters a growth mindset through multisensory tools and storytelling.