Multiple Game Education (MGE): Integration of Traditional and Digital Games in Learning to Improve Literacy and Numeracy of Primary School Students
| dc.contributor.author | Nonik Indrawatiningsih | |
| dc.contributor.author | Ardi Dwi Susandi | |
| dc.date.accessioned | 2025-05-31T10:09:04Z | |
| dc.date.available | 2025-05-31T10:09:04Z | |
| dc.date.issued | 2025-05-31 | |
| dc.description.abstract | Context and relevance. The Current technological advances have significantly changed how children and teenagers learn. Game-based learning is emerging as an interesting and innovative approach. Students are increasingly connected to technology, and game-based learning approaches are emerging in response to this change. By utilizing game elements, teaching can become more interactive and engaging. The game-based learning approach emerged as a response to changes in educational paradigms and the challenges teachers and students face. Objective. This quantitative study aims to determine the increase in students' literacy and numeracy skills in multiple-game education (MGE) based learning through traditional and digital games. Hypothesis. Multiple Game Education (MGE) improves students' literacy and numeracy skills. Methods and materials. The study is conducted using a pre-experimental design (One Group Pretest-Post Test), where the administered treatment can be more accurate because it can be compared to the situation before the treatment. The sample in this study was twenty-nine. In this study, students were tested on their numeracy and literacy skills after learning activities. Observation, tests (pre- and post-test), and documentation were used to collect data. Additionally, the improvement was assessed using the Normalized Gain (N-Gain) test to compare the difference between pretest and post-test results. Beside that, the statistics analyzed include mean, standard deviation, median, skewness, and kurtosis, which aim to determine the characteristics of the data distribution. Results. Based on the results of the two Paired Samples T-Tests, it can be concluded that the intervention significantly improved participants' literacy and numeracy skills. There was a highly significant improvement in the literacy measure with a t value = -8.601 and p < .001, as well as a huge effect size (Cohen's d = -1.597). This suggests that the intervention had a powerfuleffect on participants' literacy skills. Meanwhile, on the numeracy measure, a significant improvement was also found with a t value = -4.134 and p < .001, as well as a medium to large effect size (Cohen's d = -0.768), indicating that the intervention was also effective in improving numeracy, although not as strong as on literacy. Overall, the intervention has significantly improved both skills, with a greater impact seen in literacy. Conclusions. Research findings indicate a favorable assessment of implementing MGE learning successfully in elementary school mathematics education frameworks. MGE learning an improves multiple educational dimensions, which include literacy and numeracy performance, mathematical understanding development, and motivates students to participate with improved positive learning orientation. | |
| dc.identifier.citation | Nonik, I., Ardi, D.S. (2025). Multiple Game Education (MGE): Integration of Traditional and Digital Games in Learning to Improve Literacy and Numeracy of Primary School Students: Data set. RusPsyData: Psychological Research Data and Tools Repository. Moscow. https://doi.org/10.48612/MSUPE/tn39-5gf6-xrex (In Russ.). | |
| dc.identifier.doi | DOI:10.48612/MSUPE/tn39-5gf6-xrex | |
| dc.identifier.uri | https://doi.org/10.48612/MSUPE/tn39-5gf6-xrex | |
| dc.identifier.uri | https://ruspsydata.mgppu.ru/handle/123456789/238 | |
| dc.language.iso | en | |
| dc.publisher | MSUPE | |
| dc.title | Multiple Game Education (MGE): Integration of Traditional and Digital Games in Learning to Improve Literacy and Numeracy of Primary School Students | |
| dc.type | Dataset | |
| local.contributor.spin | 3333-4444 | |
| local.relation.reference | Ahmad, S., & Siller, H. S. (2024). Investigating the effect of manipulatives on mathematics achievement: The role of concrete and virtual manipulatives for diverse achievement level groups. Journal on Mathematics Education, 15(3), 979–1002. https://doi.org/10.22342/jme.v15i3.pp979-1002 | |
| local.relation.reference | Ajmal, M., & Hussain, J. (2022). Comparative Analysis of Literacy Skills, Writing and Numeracy Attained by the Students of Formal and Non-Formal Schools at Primary Level in Islamabad Capital Territory. Bulletin of Education & Research, 44(1), 23–38. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=159392898&site=ehost-live&scope=site | |
| local.relation.reference | Beaudine, G. (2022). Mathematical Reading: Investigating the Reading Comprehension Strategies Implemented by Middle School Students. International Journal of Science and Mathematics Education, 20, 187–213. https://doi.org/10.1007/s10763-022-10287-1 | |
| local.relation.reference | Cahyana, U., Luhukay, J. R., Lestari, I., Irwanto, I., & Suroso, J. S. (2023). Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology. International Journal of Interactive Mobile Technologies, 17(16), 4–15. https://doi.org/10.3991/ijim.v17i16.42377 | |
| local.relation.reference | Chang, I. (2023). Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model. Large-Scale Assessments in Education, 11(1). https://doi.org/10.1186/s40536-023-00168-6 | |
| local.relation.reference | Chen, S., Zhang, S., Qi, G. Y., & Yang, J. (2020). Games literacy for teacher education: Towards the implementation of game-based learning. Educational Technology and Society, 23(2), 77–92. | |
| local.relation.reference | Chuang, T.-Y., Yeh, M. K.-C., & Lin, Y.-L. (2021). The Impact of Game Playing on Students’ Reasoning Ability, Varying According to Their Cognitive Style. Educational Technology & Society, 24(3), 29–43. https://www.jstor.org/stable/27032854 | |
| local.relation.reference | Creswell, J. W. (2009). Research_Design qualitatve-quantitative (SAGE Publications (ed.); Third Edit). SAGE Publications. | |
| local.relation.reference | Dalim, S. F., Syed Aris, S. R., Hoon, T. S., Nadzri, F. A., Deni, S. M., Yahya, N., & Si, E. M. (2023). Framework for Numeracy and Digital Skills Attributes in Higher Education. Research in Social Sciences and Technology, 8(3), 16–35. https://doi.org/10.46303/ressat.2023.18 | |
| local.relation.reference | Elliott, L., Zheng, P., & Libertus, M. (2021). Individual differences in parental support for numeracy and literacy in early childhood. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090541 | |
| local.relation.reference | Hadianto, D., S. Damaianti, V., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2016040 | |
| local.relation.reference | Hamdiyanti, M., Rodiana, I., & Subroto, T. (2024). Systematic Literature Review : Mathematical Literacy Skills in Terms of Mathematics Learning Motivation. International Journal of Chemistry Education Research, 8. https://doi.org/10.20885/ijcer.vol8.iss2.art3 | |
| local.relation.reference | Herlinawati, H., Marwa, M., Ismail, N., Junaidi, Liza, L. O., & Situmorang, D. D. B. (2024). The integration of 21st century skills in the curriculum of education. Heliyon, 10(15), e35148. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e35148 | |
| local.relation.reference | Hodedatov, S., Avidov-Ungar, O., & Hayak, M. (2024). The integration of digital games in elementary schools: The principals’ point of view. Education and Information Technologies, 18003–18021. https://doi.org/10.1007/s10639-024-12568-4 | |
| local.relation.reference | Indrawatiningsih, N., Qomariyah, S., Nubita, A., & Muarofah, L. (2024). Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students. Asian Journal of Education and Social Studies, 50, 8–17. https://doi.org/10.9734/ajess/2024/v50i51337 | |
| local.relation.reference | Iswara, H. S., Ahmadi, F., & Ary, D. Da. (2022). Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving. Interdisciplinary Social Studies, 2(2), 1604–1616. https://doi.org/10.55324/iss.v2i2.316 | |
| local.relation.reference | Jukić Matić, L., & and Marković, D. (2024). Unlocking engagement: A case study on digital games in mathematics instruction. Investigations in Mathematics Learning, 1–18. https://doi.org/10.1080/19477503.2024.2442855 | |
| local.relation.reference | Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills. AERA Open, 7(1), 1–19. https://doi.org/10.1177/23328584211004183 | |
| local.relation.reference | Lee, J., Lim, R., Mohamad, F. S., Chan, K. G., & Mas’ud, F. (2023). Collaborative creativity among undergraduate students as game creators during gamification in a university-wide elective course. Journal of University Teaching and Learning Practice, 20(1). https://doi.org/10.53761/1.20.01.16 | |
| local.relation.reference | Literat, I., Chang, Y. K., Eisman, J., & Gardner, J. (2021). LAMBOOZLED!: The design and development of a game-based approach to news literacy education. Journal of Media Literacy Education, 13(1), 56–66. https://doi.org/10.23860/JMLE-2021-13-1-5 | |
| local.relation.reference | Lopez-Fernandez, D., Gordillo, A., Perez, J., & Tovar, E. (2023). Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education. IEEE Transactions on Education, 66(4), 360–368. https://doi.org/10.1109/TE.2023.3241099 | |
| local.relation.reference | Lutfi, A., Aftinia, F., & Permani, B. E. (2023). Gamification: Game As a Medium for Learning Chemistry To Motivate and Increase Retention of Students’ Learning Outcomes. Journal of Technology and Science Education, 13(1), 193–207. https://doi.org/10.3926/jotse.1842 | |
| local.relation.reference | Maphosa, N., & Oughton, H. (2021). “What am I doing here?” Perspectives of Zimbabwean adult learners on the relevance of adult numeracy to their needs and aspirations. Adults Learning Mathematics International Journal, 15(1), 19–44. | |
| local.relation.reference | McCallum, W. (2023). Making Sense of Mathematics and Making Mathematics Make Sense. In New ICMI Study Series: Vol. Part F776. https://doi.org/10.1007/978-3-031-13548-4_33 | |
| local.relation.reference | Nurnberger-Haag, J., Wernet, J. L., & Benjamin, J. I. (2023). Gameplay in Perspective: Applications of a Conceptual Framework to Analyze Features of Mathematics Classroom Games in Consideration of Students’ Experiences. International Journal of Education in Mathematics, Science and Technology, 11(1), 267–303. https://doi.org/10.46328/ijemst.2328 | |
| local.relation.reference | Pratiwi, D. I., & Waluyo, B. (2023). Integrating Task And Game-Based Learning Into An Online Toefl Preparatory Course During The Covid-19 Outbreak At Two Indonesian Higher Education Institutions. Malaysian Journal of Learning and Instruction, 20(2), 267–294. | |
| local.relation.reference | Ragni, B., Toto, G. A., di Furia, M., Lavanga, A., & Limone, P. (2023). The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review. Frontiers in Education, 8(May). https://doi.org/10.3389/feduc.2023.1092022 | |
| local.relation.reference | Saputra, H., Hanif, A. S., Sulaiman, I., & Ningrum, D. T. M. (2021). The effect of traditional games and drill with motor ability on skills (Running, jumping, overhand throw and catching) at elementary school. International Journal of Human Movement and Sports Sciences, 9(6), 1097–1103. https://doi.org/10.13189/saj.2021.090603 | |
| local.relation.reference | Susperreguy, M. I., Lira, C. J., & Lefevre, J. A. (2022). Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020062 | |
| local.relation.reference | Timbola, G., Mursalin, & Haris, A. (2023). Developing Differentiated Learning Devices to Heighten Student Learning Outcome on Light Concepts at SMP Negeri 1 Kwandang. Journal of Humanities and Social Sciences Studies, 65–71. https://doi.org/10.32996/jhsss | |
| local.relation.reference | Valentová, M., & Brečka, P. (2023). Assessment of Digital Games in Technology Education. International Journal of Engineering Pedagogy, 13(2), 36–63. https://doi.org/10.3991/ijep.v13i2.35971 | |
| local.relation.reference | Videnovik, M., Madevska Bogdanova, A., & Trajkovik, V. (2024). Game-based learning approach in computer science in primary education: A systematic review. Entertainment Computing, 48, 100616. https://doi.org/https://doi.org/10.1016/j.entcom.2023.100616 | |
| local.relation.reference | Wahjusaputri, S., & Nastiti, T. I. (2022). Digital literacy competency indicator for Indonesian high vocational education needs. Journal of Education and Learning (EduLearn), 16(1), 85–91. https://doi.org/10.11591/edulearn.v16i1.20390 | |
| local.relation.reference | Yaman, H., Sousa, C., Neves, P. P., & Luz, F. (2024). Implementation of Game-Based Learning in Educational Contexts: Challenges and Intervention Strategies. Electronic Journal of E-Learning, 22(10), 19–36. https://doi.org/10.34190/ejel.22.10.3480 | |
| local.relation.reference | Yanfi, Udjaja, Y., & Sari, A. C. (2017). A Gamification Interactive Typing for Primary School Visually Impaired Children in Indonesia. Procedia Computer Science, 116, 638–644. https://doi.org/10.1016/j.procs.2017.10.032 | |
| local.relation.reference | Zulviansyach, A. N. Z. I., Risaldi, F. K., Hartini, S., & Hariastuti, R. M. (2023). Slingshot: Between Traditional Games and Learning Mathematics. Journal of Mathematics Instruction, Social Research and Opinion, 2(1), 75–88. https://doi.org/10.58421/misro.v2i1.68 |