The effect of using educational digital games on student achievement and motivation in the mathematics course that machined with the blended learning method

This study was designed using a mixed design in order to examine the effects of using a blended learning method supported by educational digital games in mathematics lessons on the academic achievement, motivation and permanence of eighth grade students. The study group consists of 48 eighth grade students in Aladağ district of Adana province in the 2020-2021 academic year, according to the criterion sampling type, which is one of the purposeful sampling types. İn the research Mathematics achievement test, mathematics motivation scale and semi-structured interview form were used as data collection tools. In the analysis of quantitative data, descriptive statistics, Mann Whitney U test, ANCOVA, independent groups t test were applied. In the analysis of qualitative data was used content analysis. According to the quantitative results of the study, both the mathematics achievement test and the motivation scale pretest results of the students are close to each other and there is no significant difference between the groups. After the studies, the post-test scores of the students in the experimental group increased more than the control group in the mathematics achievement test, a significant difference was found in favor of the experimental group, and it was concluded that there was no difference between the permanance scores. A significant difference was found in favor of the experimental group in the post-test scores of the mathematics motivation scale, and it was concluded that there was no difference between the permanence scores. Depending on the qualitative findings of the study collected from the experimental group, it was concluded that the students felt unsuccessful in the mathematics lesson, they saw the mathematics lesson as difficult. It was concluded that they preferred face-to-face education more than distance education and blended learning. In addition, the students stated that using the blended teaching method supported by educational digital games in the mathematics lesson made the lesson more fun and they learned what was explained in the lesson more easily. Keywords: Blended learning, educational digital game, math, academic success, motivation, permanance, secondary school students