Effectiveness of using digital and non-digital games in primary mathematics teaching: A meta-analysis study

Abstract

The current study aims at determining the effect of using games in primary mathematics teaching on academic achievement as well as comparing effect sizes according to the game type. For this purpose, the meta-analysis methodology was used. The data for this study was obtained from 20 studies that were found by searching the determined keywords in databases and met the inclusion criteria. Using these studies, 21 different effect sizes were determined. Only studies conducted in Turkey were included in the study. The random-effects model was used to analyze the data. The effect sizes were calculated as Hedges' g. Comprehensive Meta-Analysis Software was employed for data analysis. According to the findings, the overall effect size of the use of games in primary school mathematics teaching on academic achievement was found to be 0.875 at a large level. When the effect sizes were compared according to the game type, it was determined that digital games had a small (0.436) effect and non-digital games had a large (1.032) effect. The findings show that non-digital games are much more effective on academic achievement than digital games in primary school mathematics teaching. It can be recommended to provide trainings for students and teachers on the effective use of digital games in mathematics teaching, to pay attention to the characteristics of the student and the field while producing the games, and to encourage students to play educational math games designed based on the physical environment.

The Impact of Mathematics Anxiety on the Mathematical Value of Secondary School Students in Nigeria

“…Luttenberger et al [25] emphasise that individuals with heightened math anxiety tend to avoid learning mathematics, cultivate negative attitudes, and possess low selfconfidence in their mathematical abilities [26]. Consequently, elevated levels of mathematics anxiety are widely recognised as detrimental to students' learning outcomes [27,28]. Teachers may feel frustrated or helpless when their students struggle with mathematics anxiety.…”

“…To mitigate mathematics anxiety, researchers have proposed various strategies. These include the effective implementation of inclusive mathematics education [29], the integration of digital technology into mathematics instruction [27,28], and the use of supplementary materials featuring a more communicative language style, often incorporating narratives from real-life case studies or events [30]. Additionally, diverse mathematics teaching approaches, such as problem-based teaching, student-centred methods, inclusive instructional strategies, creative and discovery approaches, and inquirybased learning, have been identified as effective means to reduce mathematics anxiety [31].…”