Abstract

Traditional teaching methods often fail to capture the attention of young learners, leading to disengagement, lack of motivation, and disruptive behaviors. This study focuses on the use of game-based learning (GBL), specifically the Puzzle Room Game, as a strategy to enhance learners’ engagement and academic performance in mathematics among kindergarten learners. It explores how integrating puzzle games into mathematics lessons creates a more interactive, engaging, and collaborative environment, addressing challenges such as maintaining focus and encouraging active participation. A quasi-experimental approach was employed, involving 25 learners in control and experimental groups. Teachers provided feedback through interviews, while the study utilized pre-test and post-test interventions to assess the impact of GBL. A lesson plan incorporating the Puzzle Room Game was delivered to the experimental group. The results revealed a significant positive effect of GBL, specifically the Puzzle Room Game, in enhancing learners’ engagement and learning outcomes in mathematics. Puzzle-based games were also found to improve creativity and problem-solving skills, aligning with previous studies. Additionally, GBL fosters essential cognitive and emotional skills, reduces learning anxiety, and promotes collaborative learning. These findings highlight the value of GBL in addressing challenges faced by young learners and improving their academic performance. Educators are encouraged to integrate game-based strategies, such as the Puzzle Room Game, to create an engaging and effective learning environment that nurtures critical thinking, problem-solving, and active participation.

Keywords:

mathematics, game-based learning, engagement, puzzle room game

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