Integrating physical and digital edugames to support elementary students’ learning of integer multiplication: a classroom action research

Abstract

Although game-based learning has been associated with mathematics achievement and engagement, evidence remains limited on how digital and non-digital games can be sequenced within a single primary-school intervention. This classroom action research documented changes in fifth-grade students’ integer multiplication learning during an integrated sequence of mathematics domino cards, Wordwall, and Quizizz. Participants were 26 students at SD Negeri 9 Buntok, Central Kalimantan, Indonesia. The study comprised a pre-cycle and two action-reflection cycles. The instructional sequence was refined through reflection following each successive implementation cycle. Achievement tests, structured observations, brief motivation indicators, field notes, and documentation provided data analyzed descriptively across cycles. Mean achievement scores increased from 62.5 at pre-cycle to 74.2 in Cycle I and 84.6 in Cycle II. Mastery rates rose from 38.46% to 69.23% and 88.46%, respectively. Classroom observations indicated increasing participation, collaboration, and confidence across cycles. These findings describe improvements observed alongside the integrated edugame sequence in one classroom; they do not establish causal effects or compare the effectiveness of individual game formats. The study offers a practical example of sequencing tangible manipulation, digital practice, and gamified feedback through iterative classroom instruction. Further controlled studies are needed to assess transferability and effectiveness.

Keywords:  game-based learning; integer multiplication; digital and non-digital games; elementary mathematics; classroom action research