Habib Samir; Mohsen Roshanian Ramin
Abstract
The aim of the study was to compare the impact of non-digital and digital game methods with traditional methods on the academic progress of third-grade elementary students in mathematics. The study was conducted using a quasi-experimental research method, with a pre-test and post-test research design. ...
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The aim of the study was to compare the impact of non-digital and digital game methods with traditional methods on the academic progress of third-grade elementary students in mathematics. The study was conducted using a quasi-experimental research method, with a pre-test and post-test research design. The statistical population consisted of 50 students from the third elementary school of Bompur, who were selected by all counts and studied in random order in experimental and control groups. The mathematical progress researcher test was used to measure numerology and twin multiplication. The data analysis was done using a one-way covariance analysis test. The findings showed a significant difference between the test and control groups in mathematical progress. The non-digital gamification group had a higher average score than the traditional method group, and the digital gamification group had a higher average score than the traditional method group. The non-digital gaming group had a higher average score than the educational digital gaming group. According to the findings, the student was fully active during the learning process during the game, which is why it has a positive impact on learning.
