Effects of Digital Game-Based Learning and Traditional Teaching Approaches on Students' Mathematics Problem-Solving Attitude

Abstract

The classroom environment influences the attitude of students. In a traditional classroom, students’ brain activity is minimal. Conversely, when students are taught through digital games, then they remain actively engaged in their learning. In this chapter, the effects of traditional and digital game-based teaching approaches on the mathematics problem-solving attitude of K-8 students were compared. By adopting a true experimental research design, a 1-month experiment was done with 64 students (32 experimental and 32 control), and effects were determined by taking a researcher–developed pre–post mathematics problem-solving attitude survey. For data analysis in SPSS 24, Cronbach’s alpha value, the Shapiro–Wilk test, descriptive statistics, and independent-sample t-test were done. The pre–post survey’s mean scores were as follows: presurvey experimental=2.36 and control=2.56 whereas postsurvey, experimental=3.22, and control=2.85. Furthermore, a statistically significant difference was noticed in postsurvey results at t(64) = 2.47, p = 0.01. In the postsurvey, the extent of the mean scores’ differences was large (eta squared = 0.09). By comparing the classroom environment of two teaching approaches (Digital Game-Based Learning (DGBL) and traditional), the study revealed that the DGBL learning environment is suitable for developing a mathematics problem-solving attitude substantially. Educators and school administrators may use these results to improve the mathematics classroom environment.