Enhancing Mathematics Learning Through Educational Games: A Study on Student Engagement and Performance

This study examined middle school students’ engagement with educational games in mathematics, compared their academic performance before and during game-based learning, investigated the relationship between engagement and academic performance, and proposed an intervention program based on the findings. Using a quantitative research approach, the study was conducted at Hope International School in Phnom Penh, Cambodia. Engagement data were collected from 93 students using a four-point Likert-scale questionnaire, while mathematics grades from 98 students were compared across two semesters. Descriptive statistics, correlation analysis, and a paired-samples t-test were employed to analyze the data. The results indicated that students reported the highest in motivation to participate (M = 3.77, SD = 0.714), followed by engagement in enjoyment (M = 3.57, SD = 0.772). Active participation (M = 3.25, SD = 0.868), satisfaction with learning experience (M = 3.18, SD = 0.872), and perceived learning (M = 3.02, SD = 0.859) received comparatively lower mean ratings. Mean mathematics performance increased from 83.13 (SD = 11.41) in the first semester to 85.41 (SD = 9.84) in the second semester. The difference was statistically significant, t(97) = −4.633, p < .001, with a medium effect size (Cohen’s d = −0.468). The study also reported a significant relationship between student engagement and academic performance. Based on these findings, the Mathematics Engagement and Achievement through Gamification (MEAG) Program was proposed to enhance mathematics instruction through curriculum-aligned educational games, collaborative learning activities, teacher development, and systematic progress monitoring. The findings suggest that educational games may serve as a complementary instructional approach when integrated purposefully with explicit instruction and reflective learning activities.