Effect of an Equivalent Fractions Digital Game on the Learning Outcome, Motivation, and Flow Types among Elementary School Students

Abstract

Digital game-based learning is an effective method for increasing the motivation to learn among elementary school students. The purpose of this study was to examine the effect of a digital game that teaches equivalent fractions on the learning outcome, motivation, and flow types among elementary school students. The pretest and posttest quasi-experimental approach was adopted for this study, and video recording, observations, interviews, and document analysis were employed to collect and analyze data regarding the learning process. In addition, a digital game motivation survey was used to verify the results of the study. The objectives of the study were to: (1) examine the effect of digital game-based learning on learning outcomes, (2) analyze the factors that affect the learning motivation of digital game players to learn, and (3) examine the different types of flow among learners engaged in digital game-based learning activities. Based on the results, it is first suggested that in actual teaching practice, digital game-based learning must be linked to the meaning of mathematics. Next, if users perform an operational error in playing the game, the game should provide clear feedback, if users answer a question incorrectly, the game should provide a hint.