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Using Matific digital games to enhance second-grade students' conceptual understandings of multiplication.

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Title: Using Matific digital games to enhance second-grade students' conceptual understandings of multiplication.
Authors: Özcan Şahin, Ebru1, Özçakır Sümen, Özlem2 ozlem.ozcakir@omu.edu.tr
Source: Journal of Educational Research. 2026, Vol. 119 Issue 1, p34-50. 17p.
Subject Terms: *Video games, *Second grade (Education), *Cognitive styles, *Action research, Multiplication
Abstract: This study investigated the development of second-grade students' conceptual understandings of multiplication using Matific digital games. In the academic year 2023–2024, the action research model study was carried out with 10 second-grade students from a rural school of Northern Anatolia. Data were collected using mind maps, multiplication concept tests, learning style inventories, interview forms, student diaries, and field notes. Three action plans, comprising various Matific digital games were implemented within the scope of the action research. The results of mind maps showed that the students' multiplication-related cognitive structures improved. The analysis of the multiplication concept tests revealed that the students' conceptual learning levels about multiplication also significantly improved, and the follow-up tests confirmed retention of learning. It was also found that digital games enable students of all learning styles (visual, auditory and kinesthetic) comprehend multiplication. The analyzed results of semi-structured interviews, student diaries, and field notes supported that the students understood the multiplication conceptually. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Using Matific digital games to enhance second-grade students' conceptual understandings of multiplication.
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  Data: <searchLink fieldCode="AR" term="%22Özcan+Şahin%2C+Ebru%22">Özcan Şahin, Ebru</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Özçakır+Sümen%2C+Özlem%22">Özçakır Sümen, Özlem</searchLink><relatesTo>2</relatesTo><i> ozlem.ozcakir@omu.edu.tr</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2026, Vol. 119 Issue 1, p34-50. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Video+games%22">Video games</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+grade+%28Education%29%22">Second grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br /><searchLink fieldCode="DE" term="%22Multiplication%22">Multiplication</searchLink>
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  Label: Abstract
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  Data: This study investigated the development of second-grade students' conceptual understandings of multiplication using Matific digital games. In the academic year 2023–2024, the action research model study was carried out with 10 second-grade students from a rural school of Northern Anatolia. Data were collected using mind maps, multiplication concept tests, learning style inventories, interview forms, student diaries, and field notes. Three action plans, comprising various Matific digital games were implemented within the scope of the action research. The results of mind maps showed that the students' multiplication-related cognitive structures improved. The analysis of the multiplication concept tests revealed that the students' conceptual learning levels about multiplication also significantly improved, and the follow-up tests confirmed retention of learning. It was also found that digital games enable students of all learning styles (visual, auditory and kinesthetic) comprehend multiplication. The analyzed results of semi-structured interviews, student diaries, and field notes supported that the students understood the multiplication conceptually. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2508718
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        Text: English
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      – SubjectFull: Video games
        Type: general
      – SubjectFull: Second grade (Education)
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      – SubjectFull: Cognitive styles
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      – SubjectFull: Action research
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              Text: 2026
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