The effect of mobile games on math learning of third graders of elementary schools

Abstract

The purpose of this study is to investigate the effect of mobile games on the learning of mathematics lessons of third grade elementary students. The statistical sample includes two classes of 20 students from the third graders of elementary school in a public school in Tehran, with a total of 40 sample. To measure the changes, a researcher-made questionnaire in the form of pre-test and post-test was used. An independent-samples t-test was conducted to compare post control group and post digital group conditions. There was a significant difference in the scores for control (M=7.15, SD=0.875) and digital (M=8.10, SD=1.252) conditions; t (38) =3.085, p = 0.008. These results suggest that playing mobile games have an effect on math learning. Specifically, our results suggest that playing digital games (mobile games) increases math learning in students of third-grade. Analysis of variance indicates that the effect of playing games is significant on learning mathematics. Comparing the experimental group that played mobile games with the control group that didn’t play these games shows that the groups are significantly different and it can be said that learning through games in mathematics is higher than Teaching in the usual ways. The results of the tests show that games have a direct effect on learning mathematics. Also, this form of digital play gives students a lot of trial and error space. Due to the world current circumstances school education has shifted to e-learning and distance learning, and almost all students use computer workspace through tablets, mobile phones, and computers while learning. Mobile games can be one of the teaching aids for teachers to be able to provide their classroom exercises or even their own training based on it. Since this research also confirms the increase in learning through digital games, this can be one of the traceable necessities in the educational system.