Abstract
Objective: To determine how a scaffolding-fused digital game impacted primary school students' enjoyment and engagement in Mathematics. Method: This experimental study was carried out with two groups of primary students. The experimental group was taught using the scaffolding fused digital game-based learning, whereas the control group was taught with the conventional method. The instruments used in this study were pre and post-interviews, and, pre and post-observations. The data were analysed using independent t-tests, matched pair t-tests and a One-way Analysis of Covariance. Findings: The results revealed statistically significant differences concerning enjoyment (F = 34.373, P < .05) and engagement (F = 6.498, P < .05) in mathematics learning at 0.01. The enjoyment and engagement of students in the experimental group were much higher than that of the control group. Novelty: As a result of technological advancement, games play an essential role in mathematics education today. Affective factors, precisely emotions, have been widely recognised as influential elements contributing to enjoyment engagement and achievement in the learning process. Engaged learners are motivated, inspired, and eager to put effort into their learning. Keywords: Scaffolding, Enjoyment, Engagemen, Digital game based learning
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