## 6 Discussion and Conclusions  
This study proposed a board game-supported learning approach capable of supporting students' prime factorization learning after traditional classroom learning. The board game provides a gamification situation that encourages students to review and apply prime factorization concepts. An experiment was also conducted in traditional prime factorization classes to evaluate the effectiveness of the proposed approach. The experimental results verified that the proposed board game-supported learning approach provided effective supports for both teacher and students to conduct prime factorization learning. The students in the experimental group exhibited higher learning attitude, learning motivation, and learning achievement as they participated in the proposed learning approach. The experimental results of this study support the argument proposed by [PERSON], who stated that the adaptation of appropriate learning tools is a useful approach to positively motivate students' learning and affect their attitude in traditional mathematics learning environments [7]. Regarding the students' learning achievement, [PERSON], [PERSON], [PERSON], and [PERSON] indicated that students who learn with gamification learning tools in traditional classes can enhance their engagement and further improve their learning achievement [37]. They emphasized that comparing to paper-based exercises, students perceived gamified e-exercises in a formal learning context as fun, motivating, and engaging. They also presented that through the design of competitions, feedback, and scores in a gamification learning tool, it makes learning fun and further encourages students' learning performance in learning. The findings of this study also suggested that the abovementioned factors in a board game implementation are important in that the factors provide visible incentives for enhancing students' learning performance. Furthermore, [PERSON], [PERSON], [PERSON], and [PERSON] noted that game-based learning approaches are useful to promote students' learning performance in mathematics education [38]. [PERSON] has also stated that educational games have positive effects on students' learning performance since the learning takes place in a meaningful context [39]. \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline
**Group** & **N** & **M** & **SD** & **Adjusted M** & **Adjusted SD** & \(F\) & \(p\) \\ \hline Experimental Group & 11 & 4.28 & 0.42 & 4.13 & 0.10 & 16.156 & 0.001 \({}^{*}\) \\ Control Group & 11 & 3.37 & 0.51 & 3.52 & 0.10 & & \\ \hline \hline \end{tabular} \({}^{*}\)_p \(<0.05\).  
\end{table} 
Table 4: The ANCOVA result of the learning attitude for the two groups. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline \multirow{2}{*}{**Group**} & \multirow{2}{*}{**N**} & \multirow{2}{*}{**M**} & \multirow{2}{*}{**SD**} & \multicolumn{2}{c}{_L Levene’s Test_} & \multicolumn{2}{c}{_t-Test_} \\ \cline{4-7}  & & & & \(F\) & \(p\) & \(t\) & \(p\) \\ \hline Experimental Group & 11 & 4.39 & 0.41 & & & \\ Control Group & 11 & 3.43 & 0.78 & 3.55 & 0.074 & 3.59 & 0.002 \({}^{*}\) \\ \hline \hline \end{tabular} \({}^{*}\)_p \(<0.05\)._  
\end{table} 
Table 5: The independent sample \(t\)-test result of the learning motivation for the two groups. From the view of the board game design, the board game engages students in competing with peers that can motivate students to achieve learning aims [40]. Immediate reward is also a useful design to enhance students' learning performance. In the proposed board game, the score mechanism encourages students to review and apply prime factorization concepts to gain a higher score [41]. Moreover, immediate feedback is important to improve students' learning motivation and achievement during their learning process [42]. The proposed board game can provide immediate feedback to support and guide students when they apply wrong concepts or calculate incorrect results. Furthermore, the proposed board game requires students to play face to face.