Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application

Adeeb M. Jarrah, Haneen Almassri, Jason D. Johnson, Yousef Wardat

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The United Arab Emirates’ vision of the 2021 National agenda aimed that its students rank among the best in the world in mathematics and the sciences. However, fractions remain a challenging topic for both teachers and students. The purpose of this study was to investigate the impact of using digital games-based learning (ABACUS) on students’ performance as they learn fractions. A quasi-experimental design was used in carrying out the research. All groups were pre and posttested to evaluate the effectiveness of the ABACUS active learning intervention. Eighty (n=80) student participants were divided randomly into a control (n=39) group and an experimental (n=41) group. Descriptive and inferential statistics were used to analyze the data from the preand post-tests. The results suggested that students in the post-test of the experimental group achieved a higher score than those in the control group. The findings of this study may provide mathematics teachers with an alternative method to teaching the concept of fractions. Additionally, the findings may also inspire or encourage curriculum planners to integrate digital games-based learning in educational settings. The study concluded with some implications and recommendations for future research.

Original languageEnglish
Article numberem2159
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume18
Issue number10
DOIs
Publication statusPublished - 2022

Keywords

  • Abacus
  • Active learning
  • Fraction
  • Game-based learning
  • Performance

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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