Abstract:
This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are accessible in terms of cost effectiveness, providing opportunities for social interactions while learning, and demanding few prerequisite skills. This study investigated the opportunities for learning that non-digital, textbook-based game worksheets could afford mathematics learners. In this case study, a quasi-experimental design was implemented and pre- and post-tests were conducted around an intervention. From a statistical analysis of the test data, using the Mann–Whitney U-test, it was concluded that the intervention on the topics of multiplication and division had a positive impact on the experimental group of this sample. The experimental group was observed while participating in the games and the observation schedule was member-checked. The Game Object Model provided the conceptual framework. The results indicated that learners benefited from the incorporation of the combination of collaboration and games and that their achievement improved. The findings also suggest that the collaborative games positively influenced learners’ confidence, skills and understanding in mathematics.
