The use of digital escape rooms in mathematics education: The equivalent fractions sample

Game is one of the elements that increase student motivation if used in education. With the developments in technology, games have been moved to digital platforms. As a result of the widespread use of technology in education and the integration of digital tools, educational digital games have started to find a place in teaching processes. Escape rooms, which are among these games, can be played in both digital and physical environments. Research shows that escape rooms make positive contributions to learning with innovative, active, collaborative and constructivist teaching approaches. In the literature, there is no example of the use of 3D digital escape rooms in mathematics education. From this point of view, the aim of this study was determined as teaching the subject of equivalent fractions to 5th grade students with the help of a game designed in a 3D environment in the form of a digital escape room and examining the effect of this teaching method on students' academic achievement, attitude towards mathematics and mathematics motivation. The research was carried out with 83 5th grade students in a public school in Keçiören district of Ankara province. In the application including experimental and control groups, Academic Achievement Test, Attitude Scale towards Mathematics Course and Mathematics Motivation Scale were used and the quantitative data obtained from the scales were evaluated with JAMOVI statistical programme. The research was carried out with 83 5th grade students in a public school in Keçiören district of Ankara province. In the application including experimental and control groups, Academic Achievement Test, Attitude towards Mathematics Scale and Mathematics Motivation Scale were used and the quantitative data obtained from the scales were evaluated with JAMOVI statistical programme. In the light of these data, it was found that the digital escape room experience positively affected the academic achievement of the students, while it did not affect the attitude towards mathematics and mathematics achievement.