Abstract
Fractions have great importance for primary students in mathematics education and are one of the most problematic concepts they encounter in their school life. This research study aimed to examine the effectiveness of a game-based app (Slice Fractions) to help students to develop their academic performance and self-efficacy in fraction skills during distance education. A total of 142 fourth grade students from eight different classes participated to the study. A quasi-experimental method was used to assess the impact of the Slice Fractions game on student learning and self-efficacy of the concept of fractions in the fourth-grade math course. The self-efficacy scale and the diagnose test for fractions were applied to the fourth-grade students. The results showed that the students in the game group had significantly better learning performance in fractions than students in the non-game group. Similarly, the students in the game group had significantly better self-efficacy in fractions than students in the non-game group.
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