Mathematics learning difficulties is a common and very important problem among all ages of students. If they are not taught in easy and meaningful way especially students of elementary level, it may lead them to negative attitude and avoidance of learning. Students pay attention and show their interest when educators incorporating different games into their teaching curriculum do effort to make a fun and engaging learning environment for students.

Although computers are gradually more being used as educational tools in schools worldwide, but actual result of employing such tools have been unsatisfactory. Furthermore this issue is complicated because what students learn when using such tools appears to be moderated by their interest towards the subject domain and the tools, and also by the behavior when using these tools.

Students learn more when they are guided by a teacher properly and are free to use these tools in the area of their interest and level of understanding. Recent rapid development in technology forces institutions to use it in solving educational instructional problems.

Pierce and Stacey (2004) found the students with positive attitudes towards mathematics and mathematical computer tools to overcome initial difficulties when using such tool and progressed more to more effective behavior to develop and explore their concepts.

The trend of teaching through the games is increasing rapidly. Educational Games offer vast prospective as a tool to be used in situations where learners are not motivated and do not pay attention towards learning mathematics. It can be used to promote collaborative learning to engage students with content as an alternative to books. Educational Games motivate the students and engage their attention while focusing on solving problems, improving their memory, their reading and writing.

In mathematics, it is good to learn the information and used when it is required rather than information learned and forgotten. Access to technology provides teachers and students with tool which, when constructively used, can create opportunities for enhanced learning of mathematics. While playing a game student can do something new or challenging according to rules.

There are many researches on game based learning whether it is in-door games or out-door games, have positive impact on learning. In this research online web-based educational games are used as a tool to test the student’s cognitive and conceptual approaches to games on the topic of mathematics.

Statement of the problem

The main problem of this research was that whether online educational games have an influence on both mathematics course and the attitude of the students of elementary level or not. The purpose was to determine “Is there any difference between attitude of students learnt by course books and who played the online educational games which were selected for this research?”

Objective of the study

Objective of the study was to find the effect of online web based games on the learning of mathematics at elementary level of students.

Significance of the Study

The study would be significant in the identification on improving teaching-learning process of mathematics. Problem solving skills, comprehension, and memory especially having a profound and lasting influence in learners’ development could be upgrade.

This study would identify the differences that exist among elementary students, classroom action related to their thinking and interest.

It will address the design and development of a computer games that could be utilized as an adaptable tool for the educational process. Then purpose of the particular game would be to support the teaching of elementary and school mathematics, as a complementary learning tool that could enhance student’s motivation and engagement with the subject.

Research Hypotheses

  • H0: There is no significant difference on the performance of academic achievement of experimental and control group.
  • H01: There is no significant difference on academic achievement of girls and boys students taught by educational games.
  • HA1: Science educational games have effect on increasing motivation and participation in learning science at elementary level.
  • HA2: Science educational games have effect on performance of girls at elementary level.
  • HA3: science educational games have effect on performance of boys at elementary level.

Delimitations

Study would be delimited to one of the federal government elementary school of Islamabad. This study would be consisting of four sections, two sections of girls and two of boys studying in grade 8th.

Source of Teaching

The source of teaching will be On-line games. Some resources will help the students to learn mathematical concepts in a fun and more engaging ways. Bunch of websites where students will play games and apply their knowledge to problem solving will also be the part of research.

Methodology

  • Research Design

The study will follow the Quasi Experimental research. The design involves randomly assigned two groups, a test/experimental group and control group at elementary level. Both group will be pre-tested and Post-tested.

  • Population

The research will be conducted on elementary level students of a government school in Islamabad.

  • Sample

The sample of this study will be consisting of two sections of girls and boys studying in grade 8th. The sample size will be 25 of each group.

  • Development of Tools

To measure the performance of student, achievement tests will be designed as per content.

  • Analysis of data

To measure the effect of educational games on the performance of students, the T-test with two independent samples will be used.

  • Literature Review

There are various explanations as to what defines as an “educational games” nowadays. While some games are competitive in nature, other may allow students to work together in a group to solve a general problem where no one “wins” or “loses”.