Math anxiety is regarded as a worldwide educational problem, and the first pervasive effects can be observed as early as primary school. It hinders academic performance, and fosters a negative perception of maths and math-related activities in children while making them less willing to be involved in contexts where math is present (Luttenberger et al., 2018). In the long run, this translates into an increased avoidance of certain career paths (e.g., STEM-related jobs) and less employment opportunities during adult life.
To date, cognitive tutoring programs have been proven effective in reducing math anxiety because of their twofold purpose. They encourage children to develop math abilities and improve problem-solving skills in a paced manner, while also addressing the anxiety component. Hence, through practice, children become less anxious in math-related contexts, more confident in their abilities and can also develop a favourable perception of mathematics (Superkar et al., 2015).
Technology, via digital game-based learning (DGBL), is sometimes included in these programs, with more interest being shown in the last few years. For an educational game to be successful, it has to be well-designed in terms of curricular relevance, as well as attractive and fun for children to play. Even though there is a variety of educational games available on the computer and smartphones, most of them lack certain essential components, hindering their real-life relevance. Additionally, more research is needed to attest to the effectiveness of digital-based cognitive tutoring in reducing math anxiety, especially in primary-school children.
