AR-Poster Assisted Tic Tac Toe: A Game-Based Learning Approach for Mathematical Communication
Keywords:
Augmented reality, Game-based learning, Mathematical communication, Primary education, Student motivationAbstract
This study examines the effectiveness of AR-Poster Assisted Tic Tac Toe as a game-based learning approach to improve primary students’ mathematical communication. A quasi-experimental pretest–posttest control group design was applied with 60 fifth-grade students in Sleman, Yogyakarta. The experimental group (n = 30) received instruction through AR-assisted Tic Tac Toe, while the control group (n = 30) followed conventional teaching. Data were collected using a mathematical communication test, motivation questionnaire, and classroom observations. The results showed significant improvements in the experimental group’s posttest scores (M = 85.6) compared to the control group (M = 72.4), with a large effect size (Cohen’s d = 1.64). Students engaged in AR-based learning also demonstrated higher motivation and more active collaboration during classroom activities. These findings suggest that integrating AR with simple game structures provides an effective model for student-centered mathematics instruction. The study contributes to digital pedagogy by highlighting AR-assisted games as both engaging and pedagogically sound, with potential applications across other mathematical topics.
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