The effect of educational digital games on first grade primary school students' achievement in addition and subtraction with natural numbers

The aim of this study is to examine the effect of educational digital games on first-grade primary school students' achievement and retention in performing addition and subtraction with natural numbers. For this purpose, the study compares the effectiveness of digital game-based instruction with the traditional teaching methods proposed in the Mathematics Curriculum of the Turkish Ministry of National Education. A quasi-experimental design with pre-test and post-test control groups was employed. The study group consisted of 51 first-grade students attending a public primary school in Karamanlı, Burdur during the 2023–2024 academic year. The students were randomly assigned to two groups: 26 in the experimental group and 25 in the control group. While the experimental group received instruction through digital educational games, the control group was taught using traditional methods. At the beginning of the application process, both groups were administered a pre-test to determine baseline achievement levels. Following the instructional process, a post-test was applied to assess learning outcomes. Additionally, a retention test was conducted three weeks later to measure long-term learning. The data collection instrument used in the study was a researcher-developed test titled "Now I Can Add and Subtract", which was piloted with 100 students. Item difficulty and discrimination indices were calculated to ensure the validity and reliability of the test. Since the data met the assumptions of normal distribution, parametric statistical tests were used in the analysis. Independent samples t-tests were used to compare group means, while repeated measures ANOVA was conducted to evaluate within-group differences over time. For statistically significant results, Cohen's d was calculated to determine effect size. The findings revealed that students in the experimental group scored significantly higher on the post-test compared to the control group. Moreover, the retention test results indicated that digital game-based instruction had a positive effect on long-term learning. These results suggest that educational digital games can enhance both academic achievement and the durability of learned knowledge in mathematics. From a theoretical perspective, the findings align with constructivist learning theories (Piaget, Vygotsky, Bruner), which emphasize hands-on, meaningful learning experiences especially suitable for young learners in the concrete operational stage. From a practical perspective, it is recommended that digital games be integrated into classroom instruction to increase students' engagement, motivation, and success. In conclusion, the study offers valuable insights for teachers, curriculum developers, and policymakers. It recommends the structured use of educational digital games in early mathematics instruction and suggests further training for educators to effectively implement digital learning tools. Key Words: Addition, Digital Educational Games, Game-Based Learning, Standard Curriculum, Subtraction.