


































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 3, No. 1, 2022 

www.scholink.org/ojs/index.php/elsr 

25 
 

Original Paper 

Educational Games in Elementary Education: Unlocking the 

Potentials 

Said F. AlAli1* & Asma K. Al Hosni2 

1 Multimedia and Digital Production Department, Faculty of Engineering and Information Technology, 

Palestine Ahliya University, Bethlehem, Palestine 

2 Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia 

* Said F. AlAli, E-mail: s.ghawadrah@paluniv.edu.ps 

 

Received: January 20, 2022    Accepted: February 19, 2022   Online Published: March 6, 2022 

doi:10.22158/elsr.v3n1p25        URL: http://dx.doi.org/10.22158/elsr.v3n1p25 

 

Abstract 

The advent of technology has made big strides in the development of humans’ life in different spheres. 

The integration of technology in education has introduced other teaching methods that could improve 

and emulate the traditional way of teaching. The use of educational games is a by-product of integrating 

technology into teaching to enhance teaching methods and students’ performance. This study, hence, 

aims to evaluate the effect of using educational games in teaching mathematics to second-graders in a 

Palestinian school using a quasi-experimental approach. Thirty male and female second-graders from 

Al Aqsa Integrated School, Kuala Lumpur, were the targeted sample. The sample was divided into an 

experimental group and a control group. A selected educational game was used to explain mathematics 

lessons, namely addition within 99 or 999, to the experimental group. The same content was taught to 

the students in the control group using the traditional method. Findings showed that teaching 

mathematics via educational games was significantly effective in improving students’ achievement in the 

experimental group compared to the achievement of their counterparts taught via the traditional method. 

These findings provide evidence that educational games could substantially improve primary second-

grade students’ skills in mathematics compared to the traditional teaching method. 

Keywords 

games, mathematics, education, Palestine, second-graders 

 

 

 

 



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1. Introduction 

The use of games in humans’ life has been attested since time memorial. Plato, for instance, considered 

games played during childhood as something important that form what people later become as adults 

(Ifenthaler et al., 2012). Likewise, Aristotle considered games to be learning opportunities in addition to 

the entertainment element they have. The Romans later used games to decide on the distribution of crops 

beside their use as a source of entertainment (Ifenthaler et al., 2012). In the nineteenth century, there was 

a revival of games when Frobel, the founder of kindergarten, made claims about the value of games for 

education and development of children’s abilities (Ifenthaler et al., 2012). As technology was growing, 

the concepts of educational games and its use into instruction was growing right alongside it. Leading 

scholars such as Lieberman (1998), Jenkins (2002), Paquin (2002), Gee (2003) and Papert (2008) have 

emphasized  the fact that computer games offer a convincing educational style for children as they can 

learn better through educational computer games.  

Educational games, or alternatively known as game-based learning, are competitive educational activities 

organized according to rules and restrictions to achieve a specific educational objective (Prensky, 2007; 

Donovan, 2018). These games are specially designed to teach certain concepts, and improve certain skills. 

They have different elements like rules, restrictions, rewards, interaction, obstacles, goals, competition, 

and reviews (Prensky, 2007; Von Wangenheim & Von Wangenheim, 2012). The fundamental aspects of 

games is that students are better able to focus on learning, increase their competitive potential, and be 

able to win (Prensky, 2007). Digital games have been established for use on smartphones, computers, 

and tablet devices, etc. (Mitamura et al., 2012). Adventure, strategy, simulation, action, competition, 

puzzles and quizzes, etc., are among the most important types of games (Millington, 2019).  

Research in educational games shows that children rely heavily on games, which makes their use vital 

as a tool for education. They stimulate children to learn more and gain a better understanding of the 

curriculum (Gee, 2007; Squire et al., 2008). Well-prepared digital games can become tools that benefit 

the educational field by applying them in the classroom in schools or by getting parents to provide them 

for children at home. As a matter of fact, games have been used in the past few years to promote higher 

education skills in different fields of knowledge including health and wellness, history, social skills, 

technical learning, and training (Rodríguez-Cerezo et al., 2014; Calderón & Ruiz, 2015; Soflano et al., 

2015).  

Educational games are an important gateway to the growth of learners’ cognitive, physical, social, ethical, 

psychological, and linguistic abilities. They require the use of e-learning materials such as video games, 

computer games or the internet to support a particular educational purpose. These games, according to 

behavioural theory, are based on a set of psychological and educational foundations whereby the winning 

aspect in the game is a motivational factor for the learner to master the new intended knowledge and 

skills. Accordingly, numerous researchers and academics have called for the use of fun in learning (i.e., 

educational games) because it can provide a fertile environment for growth, motivate learning, and foster 



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active interaction in a realistic atmosphere close to students’ sensory perceptions, which thereby makes 

learning more appealing. 

Traditional teaching methods still dominates the educational process in most Arab countries, including 

Palestine. Likewise, the use of educational games is often restricted to pre-school children and rarely, if 

ever, goes beyond that stage. That is why many reports have emerged in different Arab countries, 

including Palestine, calling for the use of technology in education, the use of educational games in 

particular. The rationale of this study, therefore, is based on such need for using educational games in 

teaching. It is meant to inspire teachers in the Palestinian educational system to use educational games 

so that they enhance the learning pace of their students. It is hoped to function as a valuable guide for 

Palestinian educational institutions and instructional developers to help them learn how to create 

educational games that promote the interactivity and joy among learners. 

1.1 Literature Review  

Children are the source of real wealth, and the hope to achieve a better future. Showing serious attention 

to their upbringing is thus of great importance across all nations. Likewise, attention given to their 

education is equally important. Hence, the use of games in their education is an indispensable part of the 

development and modernization of education to ensure their proper preparation for brighter future. 

Educators emphasise that children should be prepared to face the problems of life more easily and to 

adapt successfully with the successive changes as a result of the revolution of knowledge and scientific 

progress (Lewis & Bedson, 1999). 

Children’s lives are linked to playing as they learn and gain lots of their life behaviours through games. 

This leaves a clear mark on the personality of the child and creates a cognitive stock that is related to the 

child’s understanding and thinking. In addition to being a source of fun, games can be an important tool 

for the child to achieve mental development (Egenfeldt-Nielsen, 2004). After being limited to the 

traditional tangible games, new tools such as machines and electronic devices have entered the world of 

educational games based on technology in modern education (Kinder, 1991). Starting in the early 21st 

century, games have been organized to improve students’ abilities in communication, high order 

problem-solving, and adapting to fresh developments that lead to numerous future advantages in teaching 

(Gee, 2003).  

Educational games have many benefits such as increased teaching performance, interest, encouragement, 

and a decrease in teacher loads and time for practice (Garris et al., 2002; Prensky, 2007; Wouters et al., 

2013; Hamari et al., 2016). They provide learners in the classroom environment with the optimal 

environment for learning with enjoyment, finding solutions to the problems they face as well as learning 

from their mistakes through the experiences they go through (Pfahl et al., 2001). Studies also show that 

using the game properties can create an extremely efficient learning environment (Kirriemuir & 

McFarlane, 2004; Nacke & Masuch, 2005). Games have been very successful in inspiring fun, and 

attracting, engaging, and stimulating students (Buckner & Kim, 2012; Kangas et al., 2017; Ibrahim et al., 

2018). In recent years, interactive games have been used as a creative educational tool for more effective 



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higher-level learning in various fields of knowledge including mathematics, language, business, 

education, computing, food, firefighting, and entertainment, etc. (Connolly et al., 2012; Backlund & 

Hendrix, 2013; Calderón & Ruiz, 2015). It should therefore be an innovative and effective approach to 

teaching and learning in different stages of education, specifically for children. 

1.1.1 Categories of Game Interventions in Classrooms 

Historically, learning and knowledge acquisition have been calculated by memorizing facts or figures 

that lead to the development of skills or steps necessary to solve a complex problem. Through observation 

and application, these skills or steps will be acquired via one person teaching another (Boulet, 2015). 

Students these days, however, need more than rote memorization of facts and figures to solve a problem 

as they have to apply their knowledge in a world appropriate for this century. The set of skills students 

need should involve problem-solving and the ability to communicate with a wide range of participants 

when working in teams internally and externally. Teaching such set of skills can be made easier via the 

use of games in classroom teaching (Hung & Khine, 2006).  

As games have become an integral part of digital interventions in classrooms, there has been a growing 

interest in the effect that computer games can have in students’ learning in recent years. Such computer 

games can provide students with a practical learning approach in which they build their own 

understanding within the game by self-exploring and solving problems (Whitton, 2011). Although 

literature appears to group all game learning into one intervention, they can be separated into three 

different categories with very different applications. These are as follows: 

1.1.2 Game-Based Learning (GBL)  

This type of intervention is a type of game that has been designed and used to integrate topics with 

gameplay while enabling the player to remember and implement the subject matter to applications in 

real-world classrooms (Ritson, 2019). Researchers who use game-based learning intervention build a 

learning environment that stimulates active and creative thinking rather than passive thinking. They try 

to create meaningful and interactive experiences that encourage students in the learning process and thus 

actively involve them (Mehra, 2013).  

Game-based learning can provide a variety of learning outcomes from a practice-and-exercise approach 

to a hands-on learning environment in which students gain experiences in solving problems (Annetta et 

al., 2009; Chee & Tan, 2012; Chen et al., 2015). Student learning can be scaffolded when using a game-

based learning intervention as they move from easy to difficult gameplay tasks while providing students 

with a safe environment for learning from their mistakes (Stephens & Clement, 2015). Students are 

working towards an objective, taking their own choices and actions, and along the way learning the 

consequences of those choices and actions. The game designer could create problem-solving challenges 

that progress from the starting point in the game to multiple levels of learning. Game play can be 

complemented by progress tracking where students are winning awards, prizes, or badges, or adding their 

name to a leader board (Clark et al., 2011; Sadler et al., 2013; Nietfeld et al., 2014; Jong, 2015). 

 



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1.1.3 Gamification  

Gamification is used to connect learning and game component designs including scoring, rules, 

competitions, and others (Ritson, 2019). Academics who use a gamification technique try to facilitate the 

learning of students when they perform a task with rewards or motivators by incorporating elements of 

the game in a nongame learning experience. In addition to the existing learning system, a gamification 

intervention introduces a game layer to inspire and engage students in the learning process. Students who 

use a gamification system will earn badges, rewards, and gradual change of levels as they progress 

through a series of instructional exercises (Mehra, 2013). 

Gamification should not be confused with gaming. Gamification is not just a tournament game or role-

playing game. It takes various aspects of concepts and overlays them on learning how to make a game, 

but it is not a complete experience like a conventional computer game or role-playing game. It draws 

different aspects such as accomplishment, competitiveness, and rewards. These various aspects are then 

added to a gamification approach to learning so that players find the learning process challenging; 

otherwise, they may find it unappealing (Prince, 2013). 

Gamification should not just be interesting , but also need to be well crafted (Ritson, 2019). To engage 

students while they learn and have fun playing the game, the overlay of the game features must be sound 

and thoughtfully designed (Ritson, 2019). If the game is poorly designed, students might interpret the 

game as something they are forced to play, and, therefore, not achieve their learning goal (Prince, 2013).  

1.1.4 Game Learning (GL)  

Game learning is similar to game-based learning, but when researchers apply this type of intervention, 

they are more concerned with the game mechanics to be used. Games are used here to engage and assess 

students in their learning process. Kahoot is one such example of game learning. This online game is a 

learning tool that is used in a variety of settings. Users can play Kahoot with an internet connection on 

any computer device. In 2017, 51 million students and 3.6 million teachers used this type of game (Isaacs, 

2015; Kahoot, 2018). Students are approached with questions and possible answers using this online 

game learning experience. The students are involved in answering questions within the game 

environment. As posed questions are answered, their responses, time, and points are all gathered later for 

data analysis. 

1.1.5 Learning Theories 

The importance of playing games in children’s cognitive development and learning has long been 

recognized by psychologists. Piaget (1962), for instance, identified playing games as central to the 

cognitive development of children. Playing games becomes more social, symbolic, and abstract as 

children grow during various phases of their development. Games work to develop and stimulate the 

children’s knowledge as it gets them out of reality and stimulate their thinking and abilities. Through 

play, children can imagine any tool as something they love and enjoy such as imagining the eraser as a 

plane or a chariot, which stimulates their imagination and creativity. This style of behaviour allows 



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children to recognize different versions of the same thing, a skill necessary for abstract thinking growth 

and makes one of early childhood’s most important developments (DeLoache, 1987). 

As some educational games can be boring for the children, and, hence, soon after they stop playing the 

game, excellent educational games are aimed to have some competing elements that make children 

always win and get motivated in a flow state (Loftus et al., 1983; Czikszentmihalyi, 1990). Likewise, 

good games aim to be within what Vygotsky (1978) called ‘the proximal development zone’ of a player. 

In other words, games should go beyond the learner’ average age and above his daily behaviour so the 

they help in learning new helpful skills.  

Dale (1969) provides a visual representation of the correlation between several teaching methods and the 

outcomes of learning gained from these methods. In contrast to what is seen, read or observed, Dale 

found that learners maintain more knowledge through learning through games. This type of ‘learning 

through doing’ has been known as experiential or action learning. Based on Dale’s representation cone, 

learning information presented by verbal expressions such as listening to spoken words is the least 

effective approach at the top. The most effective approach, in contrast, involves direct, purposeful 

learning experiences such as practical experience or real-world experience. Dale’s cone displays the 

average rate of retention for different teaching methods. The further you advance down the cone, the 

greater the learning is and the better the probability of retaining information is.  

The cone also shows that methods of active learning result in retention of up to 90%. when using visual 

learning styles, for students learn best through the use of sensory-based forms of visual learning. The 

more sensory sources are available to interact with a tool, the better the chances that more participants 

might learn the intended skill/content. 

Behaviourism 

Behaviourism is the school of thought that chooses professional designs based on rules. It is inspired by 

the psychology of behaviour and motivation, and recognizes all games as engines of challenge, 

excitement, and reward. Behaviouralists model their games on psychological hooks of opening loops to 

stimulate and facilitate emotional attachment (Sober, 1985; Filsecker & Bündgens-Kosten, 2012; Watson, 

2017). To complete these loops, they use repetitive actions to deliver prizes. The anticipation of the end 

of a loop and the reward have a powerful effect on the human mind and can give rise to optimistic feelings 

(Davis, 2018). 

Behaviourists assess all they can about their players, test small changes, and then measure their results 

(Sober, 1985; Filsecker & Bündgens-Kosten, 2012; Watson, 2017). Nevertheless, this means that 

behaviouralists continue to be wary about evolving. Generally, the emergence is difficult to measure 

directly, and anything that cannot be measured, cannot be reliably improved for the behaviourist. 

Therefore, behaviouralist’s tend to be the most pragmatic of all viewpoints creatively. Instead of 

developing from scratch, they feel it safer to replicate a popular game and improve it, or to adapt another 

game with a different theme (Sober, 1985; Filsecker & Bündgens-Kosten, 2012; Watson, 2017). 

 



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Cognitivism  

In the 1960s, cognitivism replaced behaviourism as the dominant paradigm of learning (Ormrod, 2016). 

Cognitive psychology indicates that learning is based on the mind and its activity, through reflections, 

thinking, memory and stimuli. Cognitivists assume that learning is an inner method based on the skill, 

motivation, and commitment of the learner (Craik & Lockhart, 1972; Craik & Tulving, 1975). 

Although there are different emphases on cognitivists, such as Piaget (1962) and Bruner (1966), both 

agree that learning is expressed through a shift in understanding and knowledge. Cognitive scholars 

describe this change as an amendment to the mental model of a learner. Cognitivists argue that mind, 

perception, and comprehension mediate the stimulation and reaction defined by behaviourists. That is, 

while learning can contribute to behavioural change, it is, in fact, a change in assimilation. 

Cognitivism is more concerned with the behaviour and style than with the person, and it encourages 

critical thinking. It centres on transmitting input from somebody who knows something like an expert to 

students who do not know, as opposed to facilitators. Students take it into their memory, store it, and link 

available information and ideas. Input is arranged and organized in folders, and it is recovered from 

memory when required. Through cognitivism, learning is the process of meaningfully and memorably 

linking pieces of knowledge (Bruner, 1966). 

Constructivism  

The constructivist model shows that a person designs his knowledge and comprehends his surroundings 

through thinking and the available experience that he has gone through (Bada & Olusegun, 2015). The 

concept of the constructivism theory in learning focuses on problem-solving and providing challenges to 

the learner to solve problems through their experience based on their previous knowledge; it is based on 

preparing learners for problem-solving in unknown cases to the learner (Bressler et al., 2018). In a sense, 

the curriculum is embedded in valuable tasks that the instructor presents to the learner. Moreover, from 

the constructivism perspective, the learner directs himself towards action through “self-motivation” to 

solve problems with the action constructed hierarchically from general to specific (Cicciarelli, 2007). 

Gee’s Model   

All through his studies, Gee paid special attention to the concepts of learning in digital games. When 

used successfully, digital games can be used as tools to challenge players (Gee, 2003). They let the player 

know how to play the game and encourage them to work hard at the same time (Gee, 2016). Such games 

give an insight into how individuals could create fresh and stronger teaching methods in work, society, 

and school. Gee (2007) suggested that good education requires applying the constructive learning 

concepts that good game designers have settled on, whether or not we use a game as a carrier of these 

principles. Therefore, Gee organized a simplified list of principles of good learning presented below. The 

study beforehand uses this list of principles as the framework based on which the game used in this study 

was selected. 

Learning and semiotic domains: Learning means understanding semiotic domains at some stage and 

managing to engage in so-called convergence groups or associated groups at some point. The learning 



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environment is intended to promote positive and active learning via the design and presentation of quasi-

random areas. Also, the learning experience requires thinking about the concept of the design and 

knowing its existence. The essence of the learning experience is considered to be a reciprocal relationship 

and multiple signalling systems that include artefacts, symbols, words, pictures, procedures, and others. 

Learning and identity: Education includes taking on identities and manipulating them into several roles. 

In an environment where real-world effects are reduced, learners should take risks to enhance their 

learning and identify their identities. It is seen that virtual reality and delusional characters are more 

attractive and persuasive to learners, during which they live more comfortably than in the sensory world. 

The hypothetical factors are established by learning through the capabilities and possibilities available. 

From the outset, there are intrinsic benefits for learners of all skill levels; these skills are adapted to the 

degree, initiative, and the mastery of each learner as they aim to signal the ongoing accomplishments of 

the learner. 

Situated meaning and learning: Learners get lots and lots of practice in a setting where the habit is not 

repetitive. A different way of progressing or moving forward enables students to think about decisions 

and make a suitable choice, while also exploring alternative styles, signs, and definitions (words, 

behaviours, things, items, images, documents, etc.) The difference between the learner and the teacher is 

not clear because learners have to undo their routine mastery at higher and higher levels to adapt to new 

or modified circumstances. New learning, automation, undoing automation, and new reorganized 

automation cycles occur as part of the learning process.  

1.1.6 The Educational Situation in Palestinian Schools 

Many studies have shown that students consider the study of science and mathematics and associated 

applications as difficult and complex (Ware, 2018). Students of the basic stage complain about the 

difficulty of learning, which means that the student has a certain difficulty in understanding, thinking, 

attention, and conducting arithmetic operations due to the immobility of the courses. According to the 

Palestinian Ministry of Education and Higher Education, the difficulties and disabilities that the students 

face in the learning process are increasing due to immobility in the traditional educational system, and, 

hence, it is vital to create, improve, and employ new tools and techniques to improve the whole teaching-

learning process (JadAlluh, 2017). Similarly, studies conducted by the Palestinian Measurement and 

Evaluation Centre on second and fourth-grade students in the academic year 2015/2016 reveal that the 

level of student achievement was low. The overall achievement for second-grade students reached an 

average of 43 out of 100 with a success rate of 39.3%, while the overall achievement in science for 

fourth-grade students reached an average of 36 out of 100 with a success rate of 28% (PMEC, 2017). 

The International Ranking (IEA) conducted a study titled “Trends in International Mathematics and 

Science Study” with the participation of 49 countries and different educational systems from all over the 

world, including 13 Arab countries of which Palestine was one. The study aimed to provide a database 

of educational data on students’ achievement in science and mathematics in the educational systems 

worldwide, and to provide a database of contextual data related to academic achievement (Mullis et al., 



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2016). The study adopted a standard scale for the average marks (500) and a standard deviation of 100. 

The average achievement of Palestinian students in sciences was 404, which is lower than the 

international average. Palestinian students ranked 43 out of the 49 participating countries (Mullis et al., 

2016). The performance of Palestinian students in science showed that 1% only reached the international 

advanced level while 46% of the Palestinian students did not reach the international low level (PMEC, 

2017). 

Due to such low performance in the achievement of Palestinian students, there is an urgent need to find 

an alternative to the traditional way of teaching to ensure better performance. By the same token, as 

previous studies have proven that the use of electronic educational games in the educational process 

contributes to improving the achievement of students, and makes teaching materials more fun, interesting, 

and attractive, the problem statement of this study has emerged as an attempt to improve the method of 

teaching in the primary stage of Palestinian schools. To that effect, the study beforehand attempts to 

explore the effect of using educational games on the performance of Palestinian primary second-grade 

students in mathematics, and the value of using games in teaching compared to the traditional way. It is 

hoped that this study will benefit teachers in the lower primary level by drawing their attention to the 

importance of using electronic games in teaching as well as curriculum designers to develop the lower 

primary level curricula using electronic game software. It is also hoped that the study will inspire teachers 

to employ the game used in this study in their classrooms, and to encourage them to produce new 

educational online games that help motivate students to learn, and thus improve their performance. 

 

2. Method 

The study used a quasi-experiment to measure the effects of using games in teaching mathematics to 

second-graders at Al-Aqsa Integrated School (AIS), a Palestinian school in Kuala Lumpur, Malaysia. Al-

Aqsa school uses the same Palestinian education system and contains approximately 200 students 

distributed in different grades from grade one to grade nine. Two subject groups were used in the study: 

an experimental group and control group. Both the experimental and control group consisted of fifteen 

male and female students each, making the total of 30 students. Students in the experimental group were 

taught summation using the digital educational game. Students in the control group, on the other hand, 

were taught summation using the traditional way of teaching. Two independent variables, gender 

(males/females) and teaching method (educational games/ traditional teaching), were investigated in the 

study. The dependent variable is the academic achievement of students targeted in the study. A pre-test 

on mathematics was conducted before intervention to both the experimental and the control groups. Upon 

application of intervention to the experimental group over five lectures, a post-test was conducted to both 

groups. The following figure illustrates the research design of the study followed by Table 1 showing the 

distribution of the study sample. 



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Figure 1. Research Design 

 

Table 1. Study Sample Distribution 

Gender Control group Experimental group Total 

Males 8 11 14 

Females 7 4 16 

Total 15 15 30 

 

Teaching mathematics to the primary second-grade in the academic year 2017/2018 was chosen to be the 

focus of the study. The teaching material (summation) consisted of one lesson comprising 13 pages from 

the first part of the mathematics subject for the primary second grade in the Palestinian curriculum 

(PCDC, 2018). The summation or addition lesson contains summing two numbers within 99 or within 

999 with the choice of whether to sum with the rest (with the load) or without the rest of the summation 

(without the load) as well as summation in vertical and horizontal formula.  

Since Gee’s (2016) model is the framework based on which this study is conducted, the ‘Second Grade 

Math App’ game was used in teaching the selected educational material (see Figure 3). 

 

Control Group 

(n=15) 

Experiment 

(n=30) 

Experimental Group 

(n=15) 

Pre-intervention Evaluation 

Pre-Test 

(Duration - 20 Minutes) 

Post-intervention Evaluation  

Post-Test 

(Duration - 20 Minutes) 

 

Digital Educational Game Intervention 

(1-Weeks) 

Pre-intervention Evaluation 

Pre-Test 

(Duration - 20 Minutes) 

Post-intervention Evaluation  

Post-Test 

(Duration - 20 Minutes) 

 

Traditional Intervention 

(1-Weeks) 



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Figure 2. Game Icon 

 

This game was selected in consultation with the teachers of mathematics for the primary stage. Used in 

the Palestinian educational system, this android game was developed by FlashToons (2017). The game 

uses Arabic language as medium of instruction and covers all the mathematic operations that students in 

primary second grade learn including addition or summation.  

In order to capture students’ attention and provide good motivation for them to play it, the game has 

attractive content including multimedia elements like text, sound, videos, graphics, and 2D-animation. 

The game also interacts with students’ answers in order to provide reinforcement of learning behaviours. 

For instance, when students answer correctly, a piece of encouraging music plays and a green correct 

sign image is presented with a kind voice saying ‘good job’. When students answer wrong, however, a 

piece of encouraging music plays and a red wrong sign image is presented with a kind voice that says 

‘try again’. These forms of interaction encourage students to keep playing and do their best to answer the 

questions properly.  

2.1 Game Features 

What distinguishes this game is the presence of certain features that cover a larger and wider scope of 

the mathematics taught in the primary second grade. These features include: 

 

 

Figure 3. Second Grade Math App—Game Features Part 1 

 1  2 



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1) Numbers Conversion: Players have the ability to convert the numbers presented in this game 

from Roman to Indian forms and vice versa (Classical Arabic language uses the Indian number 

form). 

2) Numbers Scope: Players have the ability to set the scope of numbers to any range between (0 < 

= > 999). 

 

 

Figure 4. Second Grade Math App—Game Features Part 2 

 

3) Free handwriting: Players have the ability to use the free handwriting feature in order to solve the 

equation freely, and facilitate attaining the correct answer. 

 

 

Figure 5. Second Grade Math App—Free Handwriting Page 

 

 

 3 

4 



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4) Teaching Videos: Each division in the game has a few illustrative videos that the user can watch; 

these videos help the player to understand how to play the game and win. 

2.2 Evaluation Tools  

The achievement tests (pre-tests and post-tests) were used as means for data collection. Each test consists 

of two parts; part 1 addresses demographic factors such as gender whereas part 2 addresses students’ 

achievement. As the demographic gender factor is important to identify in relation to the findings, 

students were asked to specify their gender in part 1 of the test.  Both the pre-test and post-test were 

translated into Arabic. The post-test contained the same questions used in the pre-test but in a different 

arrangement to ensure that students did not memorise and replicate their answers. The test consists of ten 

various questions including finding the summation of two numbers within 99 and 999 in a vertical and 

horizontal forms with and without carrying. It also included questions of choosing suitable numbers to 

make the correct summation as well as choosing suitable options that lead to the given result.  

Both tests were created under the guidance of an expert mathematics teacher of primary second grade. 

In order to attain helpful and constructive feedback on both tests, they were then presented to a university 

professor in faculty of education (Prof. Faisal Husein) as well as to two mathematics teachers of the 

primary second grade, namely Ms. Narjes Fareed and Ms. Sujood Ghawadra. The content of the tests 

was adjusted according to the opinions of the arbitrators in terms of language drafting until the test 

evolved into its final form.  

2.3 Pre-test and Intervention  

The twenty-minute pre-test was conducted on Friday 13 December 2019. The data were then stored in 

preparation for statistical processing. Three days later, the intervention was applied on the experimental 

group on Monday 16 December 2019 until Friday 20 December 2019. It was applied over 5 lectures of 

40 minutes each.  

Students in the control group were taught summation using the usual and prevailing method used by most 

mathematics teachers in Palestine in accordance with the educational plan prepared by the Ministry of 

Education. Contrary to the control group, students in the experimental group were taught summation 

using the Second Grade Math App over 5 lectures as shown below.  

Lecture 1 (Watching tutorials and review of the game): Students started by watching the videos embedded 

in this division. Then they started practicing the summation within 9 in horizontal and vertical form. 

After that, the teacher increased the scope of numbers to 20.  

Lecture 2 (Summation within 99 horizontally and vertically without carrying): The teacher asked the 

students to start by re-watching the videos embedded in this division in order to refresh their memory. 

Then the students started working on the summation within 99 vertically without carrying for 15 minutes. 

After that, the students were asked to start practicing the summation within 99 horizontally without 

carrying for 15 minutes. 

Lecture 3 (Summation within 99 horizontally and vertically with carrying): The teacher asked the 

students to start by acting on the summation within 99 vertically with carrying for 20 minutes. After that 



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the students were asked to start practicing the summation within 99 horizontally with carrying for 20 

minutes. 

Lecture 4 (Summation within 999 horizontally and vertically without carrying): The teacher asked the 

students to start by acting on the summation within 999 vertically without carrying for 20 minutes. After 

that the students were asked to start practicing the summation within 999 horizontally without carrying 

for 20 minutes. 

Lecture 5 (Summation within 999 horizontally and vertically with carrying): The teacher asked the 

students to start by acting on the summation within 999 vertically with carrying for 20 minutes. After 

that the students were asked to start practicing the summation within 999 horizontally with carrying for 

20 minutes. 

2.4 Applying the Post-test   

Upon completion of the intervention by the end of the fifth lecture, the achievement test (post-test) was 

applied to both groups on Monday 23 December 2019. The test was corrected by giving one mark for a 

correct answer and zero for the wrong answer; the maximum final score was 10 marks. The statistical 

packages program (SPSS 24) was used for the Windows platform (SPSS Inc.; Chicago, IL, USA). Chi-

square was used to compare between the experiment and the control groups for any significant difference 

regarding the demographic data (gender). Two-Way Mixed ANOVA was used to determine the effect of 

the game on the achievement of students in both groups. The effect size was evaluated according to 

Cohen’s d; the small value of effect size was 0.2, medium was 0.5, and the large was 0.8 (Cohen, 1988). 

 

3. Result 

The response rate was 100% as all thirty children (experimental group n = 15/control group n = 15) took 

part in all stages of the data collection process as shown in Table 2 below.  

 

Table 2. Response Rate 

Tests Type of Group 
Attendance Absence Total 

n Percent n Percent n Percent 

Pre-test Experimental 15 100.0% 0 0.0% 15 100.0% 

Control 15 100.0% 0 0.0% 15 100.0% 

Post-test Experimental 15 100.0% 0 0.0% 15 100.0% 

Control 15 100.0% 0 0.0% 15 100.0% 

 

Regarding the demographic data (gender), chi-square shows that there was no significant difference 

between the experimental and the control groups as exemplified in Table 3 below.  

 



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Table 3. Descriptive Statistics of the Demographic Data between the Experimental and the Control 

Groups 

 

Demographic Characteristics 

Experimental Group Control Group 
2 

P 

Value n=15 % n=15 % 

 

Gender 

 

Male  11 73.3 8 53.3 

1.292 0.256 

Female 4 26.7 7 46.7 

2 = Chi-square analysis, P-value = significance level (p < .05). 

 

Table 4 underneath shows that there were no outliers; the data were normally distributed as assessed by 

Shapiro-Wilk’s test of normality (p > .05) 

 

Table 4. Test of Normality 

Type of Group Shapiro-Wilk 

Statistic df P-Value 

Pre-test 

Experimental 0.896 15 0.082 

Control 0.902 15 0.101 

Post-test 

Experimental 0.929 15 0.266 

Control 0.914 15 0.155 

df = Degree of freedom, P-value = significance level (p > .05). 

 

Likewise, the tests of assumptions were met; the homogeneity of variances was p > .05 and covariance 

was p > .001 as assessed by Levene’s test of homogeneity of variances and Box’s M test, respectively.  

The significance in students’ achievement of both groups in the pre-test was undertaken using the 

independent T-test. There were no significant differences between the groups at pre-intervention for any 

of the study outcomes, as shown in Table 5.  

 

Table 5. Comparison between the Experimental and the Control Groups at Pre-intervention for 

the Study Outcome 

 

 

Outcomes 

Experimental Group  

(15) 

Control Group 

(15) 

 

 

P-value Mean SD Mean SD 

Students 

Achievement 

1.40 1.24 1.67 1.29 0.828 

SD = Standard deviation, P-value = significance level (p < .05). 



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The effect of the educational game on students’ achievements, time needed to carry out required tasks as 

well as group interaction were determined by Two-Way Mixed ANOVA. The Two-Way Mixed ANOVA 

is used to understand if there is a two-way interaction (interaction between and within groups), and to 

determine the differences between groups over time (Laerd-Statistics, 2015). 

There was a statistical significance over time for students’ achievement, (F(1, 28) = 437.400, p < .001, 

partial η2 = .939). Also, there was a statistically significant interaction between the groups with moderate 

effect size (F(1, 28) = 24.066, p < .001, partial η2 = .458). Furthermore, the effect of the intervention was 

also statistically significant between groups with small effect size (F(1, 28) = 15.000, p = .014, partial η2 

= .195), as shown in Table 6. 

 

Table 6. Two-Way Mixed ANOVA for Student Achievements for both Groups 

Source of variation df MS P-value 2 

Time 1 437.400 ˂0.001 0.939 

Time * Group 1 24.066 ˂0.001 0.458 

Group 1 15.000 0.014 0.195 

 

df = Degree of freedom, MS = Mean Square, P-value = significance level (p < .05), 2 = Effect size 

In comparison of the difference in the mean scores for students’ achievements between the experimental 

and the control groups in the pre-intervention (T1), both groups were almost the same. At the post-

intervention (T2), both groups had improved, albeit the improvement in the experimental group was more 

than that for the control group. See Table 7 and Figure 7 underneath.  

 

Table 7. Mean Scores for Student Achievements for both Groups over Time 

 

Group 

T1 T2 

Mean SD Mean SD 

Experiment 1.40 1.24 8.07 1.28 

Control 1.67 1.29 5.80 1.27 

SD = Standard deviation, T1 = pre-intervention, T2 = post-intervention. 

 



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Figure 7. Mean scores for Student Achievements for both groups over time 

 

As seen in Table 8 and Figure 8 below, the lowest performance in the pre-intervention test (experimental 

group pre-test) was for Q4, Q8, Q9, and Q10, which were considered the most difficult questions because 

they needed summation with carrying, or were indirect questions. However, these results improved after 

the intervention (using the game) in the post-intervention test (experimental group post-test), which 

means that the game was effective in facilitating summation to the students. 

 

Table 8. Student Performance in the Experimental Group 

Pre-intervention Test Post-intervention Test 

Questions 

Correct Answer 

Questions 

Correct Answer 

n % n % 

Q1 4 26.7 Q6 13 86.7 

Q2 1 6.7 Q1 15 100 

Q3 7 46.7 Q7 14 93.3 

Q4 0 00 Q2 14 93.3 

Q5 3 20 Q5 13 86.7 

Q6 3 20 Q9 13 86.7 

Q7 1 6.7 Q3 12 80 

Q8 0 00 Q8 10 66.7 

Q9 1 6.7 Q10 6 40 

Q10 0 00 Q4 12 80 

0

1

2

3

4

5

6

7

8

9

10

T1 T2

St
u

d
e

n
ts

 A
ch

ie
ve

m
e

n
t

M
e

an
 

S
c
o
r
e

Time

Experiment group

Control group



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Figure 8. Student Performance in the Experimental Group 

 

Similar to the experiment group, the lowest performance in the pre-intervention test was for Q4, Q8, Q9 

and Q10, which were considered the most difficult questions because they needed summation with 

carrying, or were indirect questions. Using the traditional teaching methods show that the students’ 

performance improved, but not for all the questions (e.g., Q8 & Q10); see Table 9 and Figure 9 below.  

 

Table 9. Student Performance in the Control Group 

Pre-intervention Test  Post-intervention Test 

Questions 
Correct Answer 

Questions 
Correct Answer 

n % n % 

Q1 6 40 Q6 15 100 

Q2 2 13.3 Q1 14 93.3 

Q3 5 33.3 Q7 9 60 

Q4 1 6.7 Q2 11 73.3 

Q5 5 33.3 Q5 15 100 

Q6 3 20 Q9 5 33.3 

Q7 1 6.7 Q3 11 73.3 

Q8 1 6.7 Q8 0 00 

Q9 1 6.7 Q10 0 00 

Q10 0 00 Q4 7 46.7 

 

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10

P
e

rc
e

n
ta

ge
 o

f 
C

o
rr

e
ct

 A
n

sw
e

rs

Question No

Pre-intervention Exam

Post-intervention Exam



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Figure 9. Student Performance in the Control Group 

 

4. Discussion 

This study aimed to shed light on the effect of using educational games on the achievement of primary 

second grade students at the Al-Aqsa Integrated School in mathematics. The study targeted 30 male and 

female students divided into two groups: an experimental group, and a control group with each having 

participants from both genders. The former was taught via a selected educational game whereas the latter 

was taught the same materials via suing the traditional way. The independent T-test shows that there was 

no significant difference between the groups at pre-intervention for any of the study outcomes. After 

applying intervention, however, the experimental group and the control group improved, but the 

improvement in the experimental group was far more than that for the control group. The difference in 

achievement was in favour of the experimental group, signifying that teaching using the educational 

game produced better and higher knowledge of the subject matter. 

Noteworthy is that the result of the current study goes in line with and supports the results of several 

previous studies on the use of educational games in teaching. Balakrishnan et al. (2017) examined the 

use of a specific educational game in teaching English to 20 Malaysian dyslexic children. The result 

showed that the use of educational games as a teaching method was better than that of traditional teaching. 

Likewise, Kebritchi et al. (2010) studied the effect of using educational games in teaching mathematics 

in Florida. It came out that teaching mathematics via educational games had a positive impact on students’ 

achievement. Measuring the effect of educational games on eighth-grade students’ achievement in 

mathematics and their role in increasing their motivation in Taiwan schools, found that educational games 

improved the achievement of the eighth-grade students in mathematics compared to their previous 

achievement. Chuang and Chen (2015) found that educational games made clear improvements in 

teaching students about fighting fires, first aid, and the dangers of fire.  



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Based on the results of the study, few recommendations are to be made here. Future studies should include 

more thorough studies of various lessons and the use of various strategies. Further studies can be carried 

out involving larger samples than the one used in this study. Studies should be geared to target teaching 

mathematics in other levels and across different age groups. The use of educational games in teaching 

can also be explored in teaching other subjects other than mathematics. Training courses should be 

offered to familiarize teachers in the primary stage, particularly the second-grade primary teachers, with 

the use and the importance of incorporating educational electronic games in teaching mathematics and 

other subjects. Efforts should be made to improve teaching methods and curricula used for second-grade 

students in particular, and primary students in general. Distinguished programmers in the field of 

electronic games can be recruited to collaborate with teachers to design high-quality educational 

electronic games. Teachers of mathematics and other subjects alike should make electronic games an 

integral part of the educational process and teaching method in Palestinian schools. Teachers should 

develop their teaching methods, integrate educational electronic games into their teaching, and use them 

as a method or as an assistant to communicate information and concepts to students in an innovative way. 

Several types of electronic games should be developed for the Palestinian curriculum through employing 

specialized programmers to develop and design electronic games that suit Palestinian educational 

curricula developed by the Palestinian Ministry of Education.  

 

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