Mapping Game-Based Learning in Lower Primary Mathematics Education: A Systematic Literature Review

Abstract

This study aims to analyze the effect of Gamified-Branching Scenarios supported by Lumi Education on elementary school students’ science literacy and decision-making skills, as well as to describe students’ responses to the implemented learning. The study employed a mixed-methods approach with an explanatory sequential design, integrating quantitative and qualitative data to provide a more comprehensive understanding of learning outcomes and processes. The participants were 50 elementary school students, consisting of 25 students in the experimental class and 25 students in the control class. Data were collected through science literacy tests, decision-making tests, observations, questionnaires, and interviews. The results showed that the average science literacy score in the experimental class increased from 34 to 54, while in the control class it rose from 21 to 26. The average decision-making score in the experimental class increased from 50 to 74, compared to 46 to 53 in the control class. Statistical analysis indicated a significant effect on decision-making skills, but there was no significant difference in overall science literacy. However, indicator-based analysis showed improvement in all aspects of science literacy. Thus, Lumi Education-assisted learning creates an interactive experience, increases student engagement, and supports the development of decision-making skills in elementary school science learning.