Des igns For Learning - Volume 6 - Number 1-2 - Between Sudoku rules and labyrinthine paths - A study on design for creative Sudoku learning

Oct 15, 2026

Study integrates labyrinthine multipath illustration concepts into Sudoku rule-teaching interface design to support novice understanding and increase motivation. Using a single-group pre-test and formal test, the research examines learning effectiveness among 73 third graders in Miaoli County, Taiwan, before and after playing Sudoku games. An ARCS learning motivation scale evaluates motivational effects, complemented by in-depth interviews with three low-achievement students to observe learning processes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

introduction

Background of Sudoku

Learning challenges for novices

Current approaches to Sudoku teaching

Labyrinth concept and digital games

Vol. 6 / No. 1–2 Des igns For Learning Designs for Learning Volume6/ Number 1–2 Between Sudoku rules and labyrinthine paths-A study on design for creative Sudoku learning GUAN-Ze LIAo & YI-JYUN SHIH, National Hsin-chu University of education, taiwan Sudoku is an intelligence game that has fascinated many people. In addition to offering entertainment, it also attracts players to solve more challenging Sudoku questions. Sudoku novices tend to fail to focus on understanding the operation rules because the grid, words, and numbers of Sudoku are too complicated. The main purpose of this study is to integrate the concept of illustrations of labyrinthine multipath into the interface design of rules teaching of Sudoku to complete the learning design of Sudoku games. The research subjects were a total of 73 elementary school third graders in Miaoli County in Taiwan. The study used a single group pre-test and formal test design to investigate the difference in students’ learning effectiveness of Sudoku rules before and after they played Sudoku games. This study used a self-developed ARCS learning motivation scale to analyze the effect of Sudoku game on students’ learning motivation, and conducted in-depth interviews with three students with low learning achievement to observe their learning process and how their learning interest was aroused. The results showed that the Sudoku learning design with illustrations of labyrinthine multipath could help students understand Sudoku rules and enhance their learning interest in Sudoku. introduction The concept of Sudoku originates from Latin Square, and was invented by Swiss mathematician Leonhard Euler in the 18th century. A Latin square isan n × n array filled with n different symbols, each occurring exactly once in each row and exactly once in each column. Therefore, it is also called the Puzzle Game of Number Place. It was developed in the United States in the 58 DOI:[http://dx.doi.org/10.2478/dfl-2014-0016](http://dx.doi.org/10.2478/dfl-2014-0016) 1970s and then introduced into Japan where it gradually became popular and was formally named “Sudoku”(Delahaye, 2006). The rules of the world popular Sudoku game are simple and versatile. It does not require complicated mathematical calculations and only requires logical reasoning ability to play Sudoku. In addition to offering leisure and entertainment, Sudoku is also an intelligence game enabling players to use their brain to solve problems and train their logical thinking. It is suitable for general public to train their intelligence and logical thinking (Norte & Lobo, 2008) . Grossi (2007) indicated that British Teachers magazine suggested the introduction of Sudoku into class, indicating that besides offering entertainment, Sudoku can help improve players reasoning and logical ability and be used as the teaching material for training students’ intelligence. The researcher has played Sudoku for many years, and tried to help elementary school students understand Sudoku and enjoy the fun of it. The popular online Sudoku Forum showed that, after understanding Sudoku rules, novices usually exhibit two responses. Sudoku novices who can easily understand and use Sudoku rules usually are fascinated by the fun of numerical reasoning and can even further challenge more difficult problems and develop individual Sudoku problem-solving skills. On the contrary, those who cannot grasp Sudoku rules, and may easily feel confused tend to regard themselves as foolish people before or during the playing process. They may even suggest that they are lacking in problem-solving ability or complain that they are lacking in the ability to understand. Therefore, they are not interested in Sudoku games and are unwilling to further try to solve other Sudoku problems (Enjoy Sudoku, 2012). The learning content of current Sudoku websites usually introduces Sudoku problem-solving skills, and uses various images and texts to explain Sudoku problem-solv

FAQs

What is the main purpose of the study on Sudoku learning design?

To integrate the concept of illustrations of labyrinthine multipath into the interface design of Sudoku rules teaching, improving how learners understand Sudoku rules and stay interested.

Who participated in the research and how was learning effectiveness measured?

The study involved 73 third graders in Miaoli County, Taiwan. It used a single group pre-test and formal test design to compare learning effectiveness before and after students played Sudoku games.

How does the study evaluate changes in students’ learning motivation?

It uses a self-developed ARCS learning motivation scale and also conducts in-depth interviews with three students with low learning achievement to observe how interest is aroused and how they learn.

Oct 15, 2026

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