Enhancing Geometry Achievement through Minecraft-Based Digital Game Learning: A Convergent Parallel Mixed-Methods Study
Keywords:
digital game-based learning; geometry learning; mathematics achievement; Minecraft; mixed-methods researchAbstract
The development of digital technologies has opened new avenues for improving teaching and learning in mathematics education. This study investigated the effect of digital game-based learning using Minecraft on Grade 9 learners’ geometry achievement. A convergent parallel mixed-methods design was used involving 72 learners from a public secondary school in Iloilo, Philippines. The participants were divided into an experimental group (n=37) that received digital game-based instruction using Minecraft and a control group (n=35) that received non-game-based instruction. The learners’ achievement was measured before and after a six-week intervention using a 30-item geometry achievement test. Quantitative analysis was performed using independent-samples and paired-samples t-tests, while qualitative data were gathered through semi-structured interviews with 32 selected learners from the experimental group and analyzed using thematic analysis. The results showed that both groups made progress; however, learners in the Minecraft-based instruction group significantly outperformed the other group on the post-test. Qualitative results showed that digital game-based instruction using Minecraft increased (1) learners’ enjoyment in learning mathematics, (2) motivation and engagement, (3) creativity, (4) collaboration and communication, (5) afforded a challenging and engaging learning environment, and (6) enhanced critical thinking skills. The findings suggest that Minecraft-based digital game learning is an effective instructional approach for improving learners’ geometry achievement and learning experiences. It is recommended that mathematics teachers integrate Minecraft-based digital game learning strategies to enhance learners’ engagement and achievement in geometry.
https://doi.org/10.26803/ijlter.25.6.29
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