Towards a new generation of digital games designed with the basics of psychological theories to improve primary school pupils’ psychological and technical skills in learning arithmetic

Abstract

Recent studies have shown that pupils learn more effectively through play, which inspired us to design an educational digital game aimed at enhancing their arithmetic performance. This paper addresses various skills, focusing on psychological skills derived from the learning challenges identified by psychologist Jean Piaget. We proposed key skills such as motivation, initiative, engagement, concentration, and behavioral management among pupils. Additionally, we identified technical skills related to arithmetic, including calculation speed, accuracy rate, and overall learning achievement.

We developed “GAME-calcul,” an innovative digital game for primary school pupils to help them overcome common difficulties in learning arithmetic. The main contribution lies in incorporating Piaget’s cognitive development theory into the game’s design, facilitating various arithmetic operations through an engaging and effective approach.

To investigate the short and long-term impacts of this Piagetian game on both technical and psychological skills, we conducted an experiment using a hybridization between quantitative and qualitative approaches. The quantitative approach aimed to confirm the game’s positive effects on pupils’ technical skills. For this goal, we selected forty-five (45) pupils, dividing them into three groups: a control group that learned arithmetic using traditional methods, a first experimental group that engaged with the “Finger Fun Math” game designed for first-year pupils, and a second experimental group that used the “Sabstracto” game intended for second-year pupils. The two proposed games accommodate the characteristics of the preoperational and concrete operational stages of a child’s cognitive development identified by psychologist Jean Piaget.

We employed Multivariate Analysis of Variance “MANOVA” and “Post Hoc Levene” tests to analyze the performance of the three groups before and after the game integration in the learning activity. The results indicated that pupils using the “Sabstracto” game achieved significantly better outcomes compared to those using the “Finger Fun Math” game and those in the control group.

Equally, the qualitative aspect of the study involved gathering insights from pupils and teachers through interviews and questionnaires, confirming the positive impact of the Piagetian game on pupils’ psychological skills. Overall, the findings demonstrate that integrating these innovative games based on Piaget’s theory positively influences both technical and psychological skills in primary school pupils learning arithmetic.