Strategic Game Theory Design for Enhancing Arithmetic Operation Learning Outcomes

Yeoh, Ronald Xhen (2025) Strategic Game Theory Design for Enhancing Arithmetic Operation Learning Outcomes. Final Year Project (Bachelor), Tunku Abdul Rahman University of Management and Technology.

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Abstract

Game-Based Learning (GBL) is an educational method that uses games or game elements to boost learning and engagement. This study aims to examine whether GBL can improve Form 3 students’ arithmetic skills using the game ArithmeticA. Student performance in the game is measured through game scores, accuracy, and average reaction time, which are combined into a 3D payoff matrix to categorize performance as low, medium, or high. To evaluate improvement, students took a pre-test and post-test on arithmetic skills. A paired sample t-test revealed that post-test scores were significantly higher, indicating an improvement on students’ arithmetic skills. Most students were categorized as having medium or high performance, suggesting effective improvement in arithmetic operations through GBL. A survey was also conducted to assess students’ engagement, comprehension, motivation, and satisfaction with GBL. Results showed that the average score for these areas was significantly above 20 out of 25, with most students rating 4 or 5 on a 5-point scale. This suggests high satisfaction and positive learning experiences through GBL. This study concludes that GBL, supported by the payoff matrix, effectively improves arithmetic skills and student engagement. Future research can explore its impact on other age groups and educational levels, develop multiplayer features, and compare GBL directly with traditional teaching methods. Keywords: Game-Based Learning (GBL), arithmetic skills, ArithmeticA, scores, accuracy, average reaction time, 3D payoff matrix