Rini Rosmiati (1), Wahyudin Wahyudin (2), Akhmad Margana (3)
General Background: Mathematics learning in elementary schools requires learning media that support conceptual understanding through interactive and technology-based approaches. Specific Background: Fraction topics remain challenging for students due to limited visualization and minimal utilization of digital learning media in classroom practice. Knowledge Gap: Although educational games and deep learning approaches have been discussed separately, the development of web-based educational games explicitly integrating deep learning principles for elementary fraction learning is still limited. Aims: This study aims to develop a web-based educational game applying a deep learning approach to support fourth-grade students’ understanding of fraction concepts. Results: Using a Research and Development method with the ADDIE model, the developed game “Pizzeria Pecahan – Ultimate Edition” obtained very high validation scores from material experts, media experts, and classroom teachers, and student learning outcomes showed a notable increase between pretest and posttest results. Novelty: This study presents a web-based educational game that systematically embeds deep learning elements such as exploration, reflection, and problem-solving within fraction learning activities. Implications: The findings indicate that web-based game media grounded in deep learning principles can serve as an alternative digital learning resource to support meaningful and student-centered mathematics learning in elementary education.
• The study produced a web-based educational game integrating deep learning principles• Expert validation confirmed high feasibility in content, design, and pedagogy• Student fraction understanding showed substantial improvement after implementation
Educational Game; Deep Learning; Fraction Concepts; Web-Based Learning Media; Mathematics Learning
A. M. Mohammadyari and H. Singh, “Understanding the effect of e-learning on individual performance: The role of digital literacy,” Comput. Educ., vol. 117, pp. 1–14, 2018, doi: 10.1016/j.compedu.2017.09.005.
M. Al-Fraihat, M. Joy, R. Masa’deh, and J. Sinclair, “Evaluating E-learning systems success: An empirical study,” Comput. Hum. Behav., vol. 102, pp. 67–86, 2020, doi: 10.1016/j.chb.2019.08.004.
R. Mayer, Multimedia Learning, 2nd ed. Cambridge University Press, 2009, doi: 10.1017/CBO9780511811678.
T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games,” Comput. Educ., vol. 59, no. 2, pp. 661–686, 2012, doi: 10.1016/j.compedu.2012.03.004.
J. Hamari, J. Koivisto, and H. Sarsa, “Does gamification work?—A literature review of empirical studies on gamification,” in Proc. 47th Hawaii Int. Conf. Syst. Sci., 2014, pp. 3025–3034, doi: 10.1109/HICSS.2014.377.
S. De Freitas, “Using games and simulations for supporting learning,” Learn. Media Technol., vol. 31, no. 4, pp. 343–358, 2006, doi: 10.1080/17439880601021967.
L. Plass, B. Homer, and C. Kinzer, “Foundations of game-based learning,” Educ. Psychol., vol. 50, no. 4, pp. 258–283, 2015, doi: 10.1080/00461520.2015.1122533.
S. Kim and R. W. Reeves, “Reframing gamification: toward a critical approach,” Simul. Gaming, vol. 51, no. 3, pp. 408–435, 2020, doi: 10.1177/1046878119901285.
R. M. Branch, Instructional Design: The ADDIE Approach, Springer, 2009, doi: 10.1007/978-0-387-09506-6.
M. Molenda, “In search of the elusive ADDIE model,” Perform. Improv., vol. 42, no. 5, pp. 34–37, 2003, doi: 10.1002/pfi.4930420508.
J. Sweller, “Cognitive load theory,” Psychol. Learn. Motiv., vol. 55, pp. 37–76, 2011, doi: 10.1016/B978-0-12-387691-1.00002-8.
S. Hake, “Interactive-engagement vs. traditional methods: A survey of 6000 students,” Am. J. Phys., vol. 66, pp. 64–74, 1998, doi: 10.1119/1.18809.
F. Marton and R. Säljö, “On qualitative differences in learning,” Br. J. Educ. Psychol., vol. 46, pp. 4–11, 1976, doi: 10.1111/j.2044-8279.1976.tb02980.x.
M. Fullan, J. Quinn, and J. McEachen, Deep Learning, Corwin Press, 2018, doi: 10.4135/9781544308811.
A. Wouters, C. Van Nimwegen, H. Van Oostendorp, and E. Van Der Spek, “A meta-analysis of the cognitive and motivational effects of serious games,” J. Educ. Psychol., vol. 105, no. 2, pp. 249–265, 2013, doi: 10.1037/a0031311.
P. Blikstein and M. Worsley, “Children’s interactions with games for learning: A review,” J. Learn. Sci., vol. 25, no. 4, pp. 551–573, 2016, doi: 10.1080/10508406.2016.1169958.
H. van der Meij and J. van der Meij, “A comparison of paper-based and computer-based games for learning fractions,” Comput. Educ., vol. 130, pp. 90–106, 2019, doi: 10.1016/j.compedu.2018.11.005.
G. Celik, “The effect of educational games on mathematics achievement,” Cypriot J. Educ. Sci., vol. 16, no. 2, pp. 598–612, 2021, doi: 10.18844/cjes.v16i2.5641.
C. S. Chen, “Effects of web-based games on mathematics learning,” J. Educ. Comput. Res., vol. 60, no. 6, pp. 1478–1498, 2022, doi: 10.1177/07356331211071391.
L. M. Lase, “Deep learning strategies for improving primary students’ math understanding,” Int. J. Instr., vol. 14, no. 4, pp. 955–974, 2021, doi: 10.29333/iji.2021.14455a.
T. Lesh, J. Post, and S. Behr, “Representations in mathematical learning,” J. Res. Math. Educ., vol. 26, no. 2, pp. 113–141, 1995, doi: 10.2307/749205.
A. Y. Lu and M. H. Wang, “Effects of visual fraction models in digital learning tools,” Comput. Human Behav., vol. 129, 2022, doi: 10.1016/j.chb.2021.107148.
Z. A. Pardamean and J. Suparman, “Development of web-based mathematics learning media,” Educ. Inf. Technol., vol. 25, pp. 5503–5520, 2020, doi: 10.1007/s10639-020-10282-6.
J. Nielsen and R. Molich, “Heuristic evaluation of user interfaces,” CHI ’90 Proc., pp. 249–256, 1990, doi: 10.1145/97243.97281.
D. Norman, The Design of Everyday Things, Basic Books, 2013, doi: 10.7551/mitpress/11837.001.0001.
P. N. Roblyer and A. H. Doering, Integrating Educational Technology into Teaching, Pearson, 2013, doi: 10.4324/9781315832946.
K. Squire, “Video games and learning,” Teach. Coll. Rec., vol. 108, no. 8, pp. 1830–1863, 2006, doi: 10.1111/j.1467-9620.2006.00761.x.
E. A. Boyle, T. Hainey, T. M. Connolly, G. Gray, and C. Earp, “An update to the systematic review of games-based learning,” Simul. Gaming, vol. 47, no. 6, pp. 825–858, 2016, doi: 10.1177/1046878116631232.
S. Vosniadou, “Conceptual change in learning and instruction,” Eur. J. Psychol. Educ., vol. 29, pp. 1–3, 2014, doi: 10.1007/s10212-014-0220-5.
C. Dede, “Immersive interfaces for engagement and learning,” Science, vol. 323, no. 5910, pp. 66–69, 2009, doi: 10.1126/science.1167311.