Digital and Traditional Games in Kindergarten Classroom
Abstract
Game-based instruction offers diverse learning opportunities, especially for young learners. This study investigated the effectiveness of game-based learning in early childhood education and identified whether digital or traditional play enhances numeracy more effectively among kindergarten pupils. Thirty children aged 5–6 were divided into two groups: one used traditional games, the other digital games, during math lessons. Using a quasi-experimental design with pre- and post-tests, the study first assessed pupils’ numeracy skills, followed by a one-month intervention. Afterward, a post-test was administered, and results were analysed. Findings revealed improvements in numeracy performance in both groups, shifting from “Did not meet expectations” to “Outstanding.” Both the mean difference and mean gain difference were significant for each group. The study concludes that both digital and traditional games, when guided appropriately by adults, are effective tools for improving numeracy among kindergarten learners. Given the growing body of literature supporting play-based strategies in education, the study recommends integrating a variety of game-based activities in early childhood classrooms to enhance engagement and learning outcomes.
Keywords
game-based learning, kindergarten numeracy, traditional games, digital gamesReferences
AGHALARA, L., & TAMJID, N. H. (2011). The effect of digital games on Iranian children’s Vocabulary retention in foreign language acquisition. Procedia - Social and Behavioral Sciences, 29, 552-560. DOI: https://doi.org/10.1016/j.sbspro.2011.11.275
BAI, S., HEW, K. F., & HUANG, B. (2020). Does gamification improve student Learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30. DOI: https://doi.org/10.1016/j.edurev.2020.100322
BAKAR, A., TÜZÜN, H., & ÇAĞILTAY, K. (2008). Students’ opinions of educational computer game utilization: A social studies course case. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 27-37.
BAKKER, M., VAN DEN HEUVEL-PANHUIZEN, M., & ROBITZSCH, A. (2016). Effects of mathematics computer games on special education students’ multiplicative reasoning ability. British Journal of Educational Technology, 47(4), 633-648. https://doi.org/10.1111/bjet.12249 DOI: https://doi.org/10.1111/bjet.12249
BARTLE, R. A. (1996/2004). Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs. Journal of MUD Research, 1(1). http://www.mud.co.uk/richard/hcds.htm
BITTMAN, M., RUTHERFORD, L., BROWN, J., & UNSWORTH, L. (2011). Digital Natives? New and Old Media and Children’s Outcomes. Australian Journal of Education, 55(2), 161-175. DOI: https://doi.org/10.1177/000494411105500206
CONNOLLY, T. M., BOYLE, E. A., MACARTHUR, E., HAINEY, T., & BOYLE, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. DOI: https://doi.org/10.1016/j.compedu.2012.03.004
DEPARTMENT OF EDUCATION (2012). DepEd memorandum No. 31, s. 2012: Policy guidelines on the implementation of Grades 1 to 10 of the K to 12 basic education curriculum effective school year 2012–2013. Republic of the Philippines Department of Education. https://www.deped.gov.ph/2012/04/17/do-31-s-2012-policy-guidelines-on-the-implementation-of-grades-1-to-10-of-the-k-to-12-basic-education-curriculum-bec-effective-school-year-2012-2013/
DEPARTMENT OF EDUCATION (2015). DepEd order No. 8, s. 2015: Policy guidelines on classroom assessment for the K to 12 basic education program. Republic of the Philippines Department of Education. https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/
DRIJVERS, P., DOORMAN, M., KIRSCHNER, P., HOOGVELD, B., & BOON, P. (2014). The effect of online tasks for algebra on student achievement in grade 8. Technology, Knowledge and Learning, 19, 1-18. DOI: https://doi.org/10.1007/s10758-014-9217-5
DUNG, N. T., QUYNH, P. T., & ANH, L. T. (2021). An investigation of mathematics anxiety and academic coping strategies among high school students in Vietnam: A cross-sectional study. Frontiers in Education, 6, Article 742130. https://doi.org/10.3389/feduc.2021.742130 DOI: https://doi.org/10.3389/feduc.2021.742130
GOLDSTEIN, J. (2012). Play in children’s development, health and well-being. Toy Industries of Europe.
HUANG, Y. M., HUANG, S. H., & WU, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62, 187-207. DOI: https://doi.org/10.1007/s11423-013-9315-4
KERMANI, H. (2017). Computer Mathematics Games and Conditions for Enhancing Young Children’s Learning of Number Sense. Malaysian Journal of Learning and Instruction, 14(2), 23-57. https://doi.org/10.32890/mjli2017.14.2.2 DOI: https://doi.org/10.32890/mjli2017.14.2.2
KIILI, K., DEVLIN, K., & MULTISILTA, J. (2015). Is game-based math learning finally coming of age? International Journal of Serious Games, 2(4), 1-4. DOI: https://doi.org/10.17083/ijsg.v2i4.109
KIRKLAND, D., & O’RIORDAN, F. (2008). Games as an Engaging Teaching and Learning Technique: Learning or playing? In 1st Irish Conference on Engaging Pedagogies, Dublin, Ireland.
KYLE, S. C., BURGHARDT, G. M., & COOPER, M. A. (2019). Development of social play in hamsters: Sex differences and their possible functions. Brain Research, 1712, 217-223. DOI: https://doi.org/10.1016/j.brainres.2019.02.012
LEE, L. (2015). Digital Media and Young Children’s Learning: A Case Study of Using iPads in American Preschools. International Journal of Information and Educational Technology, 5(12), 947-950. DOI: https://doi.org/10.7763/IJIET.2015.V5.643
LUHAN, J., NOVOTNA, V., & KRIZ, J. (2013). ICT support for creative teaching of mathematics disciplines. Interdisciplinary Studies Journal, 2(3), 89-100.
MELETIOU-MAVROTHERIS, M., & PRODROMOU, T. (2016). Integrating game-based learning in the teaching of mathematics: A case study on student engagement and the development of mathematical knowledge. Digital Experiences in Mathematics Education, 2(2), 113-142.
PANDO CERRA, P., FERNÁNDEZ ÁLVAREZ, H., BUSTO PARRA, B., & IGLESIAS CORDERA, P. (2022). Effects of using game-based learning to improve the academic performance and motivation in engineering studies. Journal of Educational Computing Research, 60(7). https://doi.org/10.1177/07356331221074022 DOI: https://doi.org/10.1177/07356331221074022
RYAN, R. M., & DECI, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. The Guilford Press. DOI: https://doi.org/10.1521/978.14625/28806
RYAN, R. M., & DECI, E. L. (2020). Intrinsic and extrinsic motivation from a Self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
UNITED NATIONS CHILDREN’S FUND. (2010). Child-friendly schools manual. UNICEF. https://www.unicef.org/sites/default/files/2020-03/Child-Friendly-Schools-Manual.pdf
WELLS, C. S., & WOLLACK, J. A. (2003). An instructor’s guide to understanding test reliability. Testing & Evaluation Services, University of Wisconsin–Madison. https://testing.wisc.edu/Reliability.pdf
WOUTERS, P., VAN NIMWEGEN, C., VAN OOSTENDORP, H., & VAN DER SPEK, E. D (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. DOI: https://doi.org/10.1037/a0031311
ZULKARDI, Z. (2011). Desain pembelajaran bilangan melalui permainan tradisional menggunakan PMRI di Kelas III Sekolah Dasar. Journal on Mathematics Education, 2(1), 41-54. https://doi.org/10.22342/jme.2.1.781.41-54 DOI: https://doi.org/10.22342/jme.2.1.781.41-54
Published
How to Cite
Downloads
Copyright (c) 2025 Jenny Genoguin
This work is licensed under a Creative Commons Attribution 4.0 International License.
