Analyzing the Relationship between Emotional Intelligence and Conceptual Learning of Tenth-Grade Male Students through Virtual Mathematics Games Based on the APOS Theory

Authors

  • Esmaeil Yousefi * Department of Mathematics Education, Assistant Professor, Department of Mathematics‎, ‎SR.C‎, ‎Islamic Azad University‎, ‎Tehran‎, ‎Iran.
  • Behrouz Shojaee Department of Mathematics‎, ‎Ka.C‎, ‎Islamic Azad University‎, Karaj‎, ‎Iran.
  • Erfan Keshtpoor Department of Mathematics‎, ‎Ka.C‎, ‎Islamic Azad University‎, Karaj‎, ‎Iran.

https://doi.org/10.48314/jidcm.v1i3.78

Abstract

This study investigates the impact of virtual mathematics games, designed based on the Action, Process, Object, Schema (APOS) theory, on the Emotional Intelligence (EI) of tenth-grade male students in district 4 of Karaj, Iran. A quasi-experimental design with pre-test, post-test, and control group was employed, and 100 students were randomly assigned to experimental and control groups. The experimental intervention consisted of virtual mathematics games developed in alignment with the principles of APOS theory, aimed at enhancing various levels of conceptual understanding as well as students’ cognitive and emotional engagement. Data were collected using the Bar-On EI inventory. The findings revealed that APOS-based interactive and cooperative mathematics games significantly improved students’ self-awareness, emotional regulation, and social skills. In contrast, overexposure to competitive or violent digital games weakened emotional control and increased aggressive behaviors. These results highlight the crucial role of designing virtual mathematics games grounded in cognitive development frameworks such as APOS to foster both emotional and social growth among adolescents. The study provides valuable insights for mathematics teachers, parents, and policymakers, emphasizing that incorporating APOS-based cooperative games in educational settings can effectively strengthen EI while supporting healthier socio-emotional development.

Keywords:

Cooperative virtual games, Emotional intelligence, Action, process, object, schema theory, Mathematics education, Educational technology

References

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Published

2026-03-14

Issue

Vol. 1 No. 3 (2025): Journal of Intelligent Decision and Computational Modelling (JIDCM)

Section

Articles

How to Cite

Yousefi, E. ., Shojaee, B., & Keshtpoor, E. (2026). Analyzing the Relationship between Emotional Intelligence and Conceptual Learning of Tenth-Grade Male Students through Virtual Mathematics Games Based on the APOS Theory. Journal of Intelligent Decision and Computational Modelling, 1(3), 218-229. https://doi.org/10.48314/jidcm.v1i3.78

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