Using Matific digital games to enhance second-grade students’ conceptual understandings of multiplication

Özcan Şahin E., Özçakır Sümen Ö.

Journal of Educational Research, cilt.119, sa.1, ss.34-50, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 119 Sayı: 1
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/00220671.2025.2508718
  • Dergi Adı: Journal of Educational Research
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, ABI/INFORM, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
  • Sayfa Sayıları: ss.34-50
  • Anahtar Kelimeler: Action research, conceptual understanding, Matific digital games, multiplication
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

This study investigated the development of second-grade students’ conceptual understandings of multiplication using Matific digital games. In the academic year 2023–2024, the action research model study was carried out with 10 second-grade students from a rural school of Northern Anatolia. Data were collected using mind maps, multiplication concept tests, learning style inventories, interview forms, student diaries, and field notes. Three action plans, comprising various Matific digital games were implemented within the scope of the action research. The results of mind maps showed that the students’ multiplication-related cognitive structures improved. The analysis of the multiplication concept tests revealed that the students’ conceptual learning levels about multiplication also significantly improved, and the follow-up tests confirmed retention of learning. It was also found that digital games enable students of all learning styles (visual, auditory and kinesthetic) comprehend multiplication. The analyzed results of semi-structured interviews, student diaries, and field notes supported that the students understood the multiplication conceptually.