Enhancing Mathematics Achievement: A Game-Based Learning Intervention in Qatar

Background/purpose. This study investigated the impact of the Test Survey for Students (TSFS) software, a game-based learning intervention (GBL), on the mathematical achievement and attitudes of Qatari fourth-grade students.

Materials/methods. Utilizing a mixed-methods approach guided by the Theory of Planned Behavior (TPB) and the TPACK framework, the study examined the effects of a three-month intervention focusing on algebraic concepts related to angles.

Results. Quantitative data, collected through pre- and post-intervention surveys and achievement tests, revealed statistically significant improvements in both students' attitudes towards mathematics and their performance on algebra-related tasks. Qualitative data, gathered through classroom observations, student and teacher interviews, provided rich contextual insights into the intervention's impact, supporting the quantitative findings and highlighting the importance of teacher expertise and adequate technological infrastructure in successful GBL implementation.

Conclusion. The findings demonstrate the potential of well-designed game-based learning interventions to enhance mathematics learning, while also emphasizing the need for ongoing professional development and support for educators.

Keywords: Game-based learning, mathematics education, Qatar, student attitudes, technology integration

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