Location-based games (LBGs) have increasingly been adopted in education for experiential, situated, and collaborative learning. While used in subjects such as geography and history, their application in mathematics remains underexplored, partly because mathematical concepts are abstract and hard to embed in spatial game environments. This study examines the feasibility and educational potential of LBGs in lower-secondary mathematics. Using a mixed-methods approach, two location-based activities were tested with 28 students aged 12–14. In the first, students used Global Positioning System (GPS)-enabled devices to reach landmarks (e.g., a volleyball court, a church), where they took on-site measurements and applied geometric reasoning to calculate areas, perimeters, and volumes. In the second, they followed a treasure hunt, solving algebraic equations and word problems to form a secret word. Questionnaires, observations, and teacher interviews showed high engagement, participation, and collaboration, with students viewing the activities as meaningful revision. Teachers found them valuable and feasible within curricular limits, despite challenges such as preparation time, technical issues, and regulations. However, given the small sample and exploratory design, findings should be interpreted with caution: no general inferences can be drawn, and no direct learning-outcome measures were used. The study offers empirical insights into designing mathematics-oriented LBGs and future research directions.
Michalakis et al. (Mon,) studied this question.