The Effectiveness of Digital Game-Based Mathematics Instruction on Improving Problem-Solving Skills among Students with Mathematical Learning Disabilities

Abstract

The study aimed to examine the effect of digital game-based mathematics instruction on enhancing problem-solving skills among students with mathematical learning disabilities. This quasi-experimental study employed a pretest–posttest control group design. The statistical population consisted of male students in grades 4 and 5 with mathematical learning disabilities in District 3 of Tabriz during the 2023–2024 academic year. Thirty students were selected using convenience sampling and randomly assigned to experimental and control groups. The experimental group received ten 45-minute sessions of digital game-based math instruction using “Math Games: Math for Kids,” while the control group received traditional classroom teaching. The research instruments were the Tabriz Mathematical Learning Disorder Checklist (2009) and the Heppner Problem-Solving Skills Questionnaire (1992). Data were analyzed through multivariate analysis of covariance (MANCOVA). After adjusting for pretest scores, there was a significant difference between the two groups in posttest problem-solving skills and its components (problem-solving confidence, approach–avoidance style, and personal control) (p < 0.001). The adjusted mean scores of the experimental group were considerably higher than those of the control group. The effect size (η² = 0.933) indicated a strong impact of digital game-based instruction on improving students’ problem-solving abilities. Digital game-based mathematics instruction significantly enhances problem-solving skills in students with mathematical learning disabilities. By providing interactive learning environments, immediate feedback, and intrinsic motivation, this approach offers an effective alternative to traditional methods, fostering deeper conceptual understanding and reducing math anxiety.