Abstract
The advent of technology has made big strides in the development of humans’ life in different spheres. The integration of technology in education has introduced other teaching methods that could improve and emulate the traditional way of teaching. The use of educational games is a by-product of integrating technology into teaching to enhance teaching methods and students’ performance. This study, hence, aims to evaluate the effect of using educational games in teaching mathematics to second-graders in a Palestinian school using a quasi-experimental approach. Thirty male and female second-graders from Al Aqsa Integrated School, Kuala Lumpur, were the targeted sample. The sample was divided into an experimental group and a control group. A selected educational game was used to explain mathematics lessons, namely addition within 99 or 999, to the experimental group. The same content was taught to the students in the control group using the traditional method. Findings showed that teaching mathematics via educational games was significantly effective in improving students’ achievement in the experimental group compared to the achievement of their counterparts taught via the traditional method. These findings provide evidence that educational games could substantially improve primary second-grade students’ skills in mathematics compared to the traditional teaching method.
Highlights
The use of games in humans’ life has been attested since time memorial
Findings showed that teaching mathematics via educational games was significantly effective in improving students’ achievement in the experimental group compared to the achievement of their counterparts taught via the traditional method
These findings provide evidence that educational games could substantially improve primary secondgrade students’ skills in mathematics compared to the traditional teaching method
Summary
The use of games in humans’ life has been attested since time memorial. Plato, for instance, considered games played during childhood as something important that form what people later become as adults (Ifenthaler et al, 2012). Educational games have many benefits such as increased teaching performance, interest, encouragement, and a decrease in teacher loads and time for practice (Garris et al, 2002; Prensky, 2007; Wouters et al, 2013; Hamari et al, 2016) They provide learners in the classroom environment with the optimal environment for learning with enjoyment, finding solutions to the problems they face as well as learning from their mistakes through the experiences they go through (Pfahl et al, 2001). Researchers who use game-based learning intervention build a learning environment that stimulates active and creative thinking rather than passive thinking They try to create meaningful and interactive experiences that encourage students in the learning process and actively involve them (Mehra, 2013). Game play can be complemented by progress tracking where students are winning awards, prizes, or badges, or adding their name to a leader board (Clark et al, 2011; Sadler et al, 2013; Nietfeld et al, 2014; Jong, 2015)
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