Comparing Paper Exercises with a Math Game on Cognitive and Affective Effects

An important advantage of digital game-based learning (DGBL) over traditional educational tools is that dig-ital games possess certain attributes that can intrinsically motivate players to start and persist in the educa-tional intervention. In the context of DGBL, however, players are frequently extrinsically motivated to partic-ipate because they often perform the activity in order to receive a reward or to avoid negative contingency (e.g., in the context of a class or mandatory homework). Hence, the present study aims to investigate whether when a DGBL platform is provided as voluntary additional exercise material, it leads to a higher motivation among pupils to do math exercises and consequently, improves learning outcomes. For this purpose, a quantitative field experiment was conducted, comparing an educational game platform with tra-ditional paper exercises and comparing students with high and low arithmetic skills (high vs. low achievers) on short- and long-term cognitive learning outcomes such as math performance and affective outcomes such as enjoyment and attitude towards learning mathematics. One hundred twenty-seven children were randomly assigned to the gaming or paper exercises group. Results showed that in the long-term, partici-pants got higher math performance scores in the posttest session. These improvements were, however, not related to the experimental condition (gaming condition vs. paper exercises condition) or to user profile (low vs. high achievers). This allows us to conclude that both the educational game platform and the tradi-tional paper exercises have a positive effect on learning outcomes and are, therefore, good supplementary teaching materials for improving the arithmetic skills of children. Furthermore, results showed no signifi-cant attitudinal changes regarding learning mathematics. In addition, high achievers showed significant higher enjoyment levels than low achievers. Finally, the children in the paper exercises group experience greater enjoyment than the children in the gaming group, which is inconsistent with previous studies. A possible explanation for this could be that the game is not accessible enough: it can neither be played on a tablet, nor on the web browsers Chrome and Edge. The presented results can be of great value to everyone interested in improving cognitive, affective and motivational outcomes of arithmetic training.

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