Effects of Digital Game-Based Learning Apps Based on Mayer’s Cognitive Theory of Multimedia Learning in Mathematics for Primary School Students

Abstract

The aim of this research is to study the effect of using Digital Game-based Learning apps based on Mayer’s Cognitive Theory of Multimedia Learning in Mathematics for primary school students from the aspects of motivation, performance and problemsolving ability. A boring conventional learning affects pupil’s motivation and can further effect pupil’s problem- solving ability in mathematics. This in turn will affect their mathematics performance as well. Digital Game-based Learning apps based on Mayer’s Cognitive Theory of Multimedia Learning could be one method of enhancing the students’ motivation which lead them to have a better problem-solving ability and would improve students’ performance. The research design was pre-experimental where one group would be studied without comparison with the control group while the sample were 25 year 3 students in a primary school. A questionnaire was used to test the impact of motivation and problem-solving ability meanwhile an achievement test was used to test students’ performance. The mean comparison before and after intervention is measured by conducting a Wilcoxon Signed Rank-test to test the effect of motivation, performance and problem-solving ability. A semi-structured interview was conducted to identify pupil’s perception towards Digital Game-Based Learning Apps Based on Mayer’s Cognitive Theory of Multimedia Learning during intervention. As a conclusion, the intervention can increase pupil’s motivation, enhance students’ performance and problem-solving ability in primary school mathematics with significant mean differences which also supported by the findings from positive responses from the interview session.