The effect of game-based learning on fourth-grade students' number sense abilities

Abstract

Number sense is an essential ability in mathematics learning, and it has shown to be predictive for early mathematics achievement. The dot enumeration and mental number line are acknowledged as the primary systems of number sense predicting mathematical skills. Previous research has focused on improving number sense abilities of preschoolers or younger children, however; there are not enough studies examining the effect of video games on the number sense improvement of fourth grade students. The current study explored the effects of specifically designed game based learning activities on fourth grade students’ number sense development. The activities were designed with a 3-D video game, namely Minecraft. The study employed a sequential explanatory mixed method design. The participants were 4th grade students (n = 21) from a private school in İstanbul. The intervention was carried out twice a week for four weeks (25-40 minutes each time). The results of hierarchical regression analysis showed that mathematics achievement, executive functions, and working memory performances predicted dot enumeration and mental number line performances. After the video-game intervention, hundred and thousand mental number line scores were improved significantly. The qualitative findings indicated that typically and high achieving students used mathematical strategies such as rounding, proportional judgment, and mental arithmetic when performing number line tasks on video games and created larger groups when performing dot enumeration. Overall, the findings of the study indicated that game-based learning activities were effective for improving fourth-grade students’ number sense skills.