Sustainable Mathematics Learning Using Digital Game-Based Learning: The Impact on Student’s Self-efficacy and Mathematics Achievement

Abstract

The digital game-based learning (GBL) had potential to improve the quality of the Mathematics teaching and learning process. Previous studies have shown that GBL has many advantages in education to solve the challenges in learning Mathematics due to the difficulty and often tedious nature of the subject. However, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of GBL on learners’ self-efficacy and mathematics achievement. This study developed Mathematics digital game-based learning application based on the constructivism theory. A quasi-experimental study method was used, and 64 primary school students aged 9 were randomly assigned to experimental and control group. After a 10-week intervention, it was found that digital GBL application helps to increase students’ self-efficacy and Mathematics achievement.  The findings of the study show that digital GBL application has succeeded in improving students' self-efficacy and the achievement of mathematics. Further research and practice must be consider about students motivation to increase students self-efficasy and Mathematics achievement.