The Effect of Digital Gamification in Early Childhood Education on Number Sense and Problem-Solving Strategies

Öz

The aim of this study was to examine the effects of digitally gamified mathematics activities on the number sense and problem-solving strategies of children aged 60–72 months. A quasi-experimental pretest-posttest control group design was employed. The study group comprised children enrolled in a private preschool institution in Türkiye. Initially, 25 children were included in the experimental group and 24 in the control group. Valid data were obtained from 22 and 19 children at pretest and from 19 and 16 children at posttest, respectively. Data were collected through the “Number Sense Assessment Tool” and a researcher observation form. The number sense assessment tool was used to assess children’s performance in six subdimensions: Counting skills, number recognition, number comparisons, nonverbal calculation, story problems, and number combinations. Data were analyzed using descriptive statistics, Welch’s t-test, a group × time two-way model, Poisson regression-based generalized linear models, the Mann–Whitney U test, and Spearman correlation analysis. The findings indicated an increase in the total number sense scores of the experimental group; however, the group × time interaction was not statistically significant. In contrast, more noticeable improvements were observed in favor of the experimental group in the subdimensions of number comparison, story problems, and number combinations. In addition, group-level patterns favoring the experimental group were observed in strategy use and strategy diversity, with an increase in counting without external aids and a decrease in finger counting. A positive and significant relationship was also found between advanced strategy use and total number sense performance. Overall, the findings suggest that digitally gamified mathematics activities may support certain components of number sense and process-related indicators of problem solving in early childhood.

Anahtar Kelimeler

• digital gamification
• early mathematics
• number sense
• preschool education
• problem-solving strategies

Okul Öncesi Dönemde Dijital Oyunlaştırmanın Sayı Duyusu ve Problem Çözme Stratejilerine Etkisi

Öz

Bu araştırmanın amacı, dijital oyunlaştırma temelli matematik etkinliklerinin 60–72 aylık çocukların sayı duyusu ve problem çözme stratejileri üzerindeki etkisini incelemektir. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubu, Türkiye’de bir özel okul öncesi eğitim kurumuna devam eden çocuklardan oluşmuştur. Başlangıçta deney grubunda 25, kontrol grubunda 24 çocuk yer almış; ön testte deney grubundan 22, kontrol grubundan 19, son testte ise sırasıyla 19 ve 16 çocuktan geçerli veri elde edilmiştir. Araştırmada veri toplama aracı olarak “Sayı Hissi Değerlendirme Aracı” ve araştırmacı gözlem formu kullanılmıştır. Sayı hissi değerlendirme aracı ile çocukların sayma becerileri, sayı tanıma, sayı karşılaştırmaları, sözel olmayan hesaplama, öykü problemleri ve sayı kombinasyonları alt boyutlarındaki performansları belirlenmiştir. Verilerin analizinde betimsel istatistikler, Welch t-testi, grup × zaman iki yönlü model, Poisson regresyon temelli genelleştirilmiş doğrusal model, Mann–Whitney U testi ve Spearman korelasyonu kullanılmıştır. Bulgular, deney grubunda toplam sayı duyusu puanında artış olduğunu, ancak grup × zaman etkileşiminin anlamlı olmadığını göstermiştir. Buna karşılık karşılaştırma, öykü problemleri ve sayı kombinasyonları alt boyutlarında deney grubu lehine daha belirgin gelişmeler gözlenmiştir. Ayrıca strateji kullanımı ve strateji çeşitliliği açısından deney grubu lehine grup düzeyinde farklılaşma örüntüleri gözlenmiştir; araçsız sayma artarken parmak sayma azalmıştır. Gelişkin strateji kullanımı ile toplam sayı duyusu puanı arasında pozitif yönlü anlamlı bir ilişki bulunmuştur. Sonuç olarak dijital oyunlaştırma temelli matematik etkinliklerinin, okul öncesi dönemde sayı duyusunun bazı bileşenlerini ve problem çözme sürecine ilişkin göstergeleri destekleyebileceği söylenebilir.

Anahtar Kelimeler

• dijital oyunlaştırma
• erken matematik
• okul öncesi eğitim
• problem çözme stratejileri
• sayı duyusu

Teşekkür

Bu çalışma birinci yazarın ikinci yazar danışmanlığında gerçekleştirmiş olduğu "60-72 AYLIK ÇOCUKLARIN SAYI HİSSİNİN GELİŞTİRİLMESİNDE DİJİTAL OYUNLAŞTIRMANIN ETKİSİ" başlıklı yüksek lisans tezinden üretilmiştir.

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