ADDIE 2

Hermita, N., Alim, J.A., Putra, Z.H., Gusti, P.M., Wijaya, T.T., & Pereira, J.
(2021). Designing interactive games for improving elementary school
students’ number sense. Al-Jabar: Jurnal Pendidikan Matematika, 12(2), 413–
426.

Game-Based Learning in Mathematics Education

Hermita et al. (2021) explored the effectiveness of interactive games in

improving elementary students’ number sense. Their study used the ADDIE
model to develop a game that employed dynamic visuals and interactive
tasks, finding that students in the experimental group showed significant
improvements in understanding and motivation compared to a control group.
This supports the integration of game-based tools in mathematics education
to foster engagement and conceptual learning.

ADDIE Model for Educational Tool Development

The ADDIE framework (Analysis, Design, Development, Implementation,

Evaluation) is a systematic approach often used in educational research.
Hermita et al. (2021) employed this model in creating their interactive
learning media, ensuring alignment with curriculum goals and student
characteristics. Similarly, the ISFBG development follows a structured
approach to ensure pedagogical validity and effectiveness in teaching
integer addition and subtraction.

Benefits of Interactive and Tactile Learning Tools

Interactive media, such as board games and digital applications, have proven
effective in enhancing learning outcomes. Wijaya et al. (2020) demonstrated
that using dynamic mathematics software increased students’ creative
thinking and motivation in solving complex problems. These findings align
with the aim of ISFBG to make abstract integer operations tangible and
engaging.

Motivation and Engagement through Educational Games

Motivation plays a crucial role in the learning process. Hermita et al. (2021)
reported that interactive games significantly improved students' enthusiasm
and focus in mathematics classes. Aljojo (2018) similarly highlighted that
gamification strategies, which include rewards and challenges, create a
positive and motivating learning environment. ISFBG builds on these
principles by incorporating competitive and collaborative elements into
gameplay.

Bridging the Gap Between Abstract and Concrete Learning

Research shows that students often struggle with abstract mathematical

concepts due to the lack of concrete applications (Khalid, 2018; Çetin, 2019).
The use of analogy-based tools, such as board games modeled after real-life
scenarios, provides a practical way to bridge this gap. ISFBG, inspired by
Snakes and Ladders, uses visual and strategic gameplay to simplify integer
operations, resonating with studies emphasizing the importance of context-
based learning.

Limitations of Traditional Teaching Methods

Traditional teaching approaches, such as rote memorization and worksheet-

based instruction, are often ineffective for developing a deep understanding
of mathematical concepts (Işik, 2018). Galvan (2024) further criticized these
methods for their lack of engagement and limited impact on long-term
retention. Interactive tools like ISFBG address these limitations by promoting
active participation and peer collaboration.

ADDIE

Gunalan, P. D., & Mustafa, Z. (2021). Board games as innovative teaching

tools in cell division. Journal of Biological Education, 53(2), 205–216.
https://doi.org/10.1080/00219266.2018.1469532

Board Games as Instructional Tools

Gunalan and Mustafa (2021) developed the BioXpedia Board Game (BXBG) to
enhance the teaching of cell division among biology pre-service teachers.
Using the ADDIE model, they demonstrated that board games can improve
understanding, engagement, and critical thinking by incorporating
interactive and gamified elements into learning. Their findings emphasize
the importance of integrating user-friendliness and task-oriented gameplay,
supporting the notion that board games are effective in making abstract
concepts more accessible to learners.

Cognitive and Social Constructivism in Game-Based Learning

Educational board games align with constructivist theories such as Piaget's
cognitive constructivism and Vygotsky's social constructivism (Gunalan &
Mustafa, 2021). These theories suggest that active, social learning
experiences promote knowledge construction and higher-order thinking.
ISFBG draws on similar principles by fostering collaboration, strategic
decision-making, and peer interaction to enhance understanding of integer
operations.

Usability and Effectiveness of Game Prototypes

The usability testing of BXBG showed high reliability and positive feedback,
with a Cronbach's alpha of 0.945 (Gunalan & Mustafa, 2021). This highlights
the importance of evaluating educational game prototypes on parameters
like usability, user satisfaction, and learning outcomes. ISFBG applies a
similar approach by integrating student and expert feedback to ensure its
effectiveness as a teaching tool for integer operations.

Game-Based Learning for Abstract Concepts

Research by Gunalan and Mustafa (2021) demonstrates that board games

simplify complex, abstract topics, such as mitosis and meiosis, by providing
visual and hands-on activities. Similarly, ISFBG translates the abstract
concepts of integer addition and subtraction into interactive challenges,
promoting better comprehension and retention among learners.

Benefits of Gamification in Education

The inclusion of elements like rewards, challenges, and collaborative tasks in

BXBG was found to increase motivation and engagement among learners
(Gunalan & Mustafa, 2021). These principles align with the design of ISFBG,
which uses similar mechanics to foster a fun and productive learning
environment for Grade 7 students tackling mathematical operations.

ADDIE 3

Hanifah, N. H., Walid, M., Putri, C. A., Sinta, L. N., & Ningrum, D. E. A. F.
(2022). Development of Android-based "Pete" educational game to improve
elementary school student learning outcomes in social science learning. Al
Ibtida: Jurnal Pendidikan Guru MI, 9(2), 430–443.
https://doi.org/10.24235/al.ibtida.snj.v9i2.11467

Android-Based Educational Games

Hanifah et al. (2022) developed the "Pete" educational game using the
ADDIE model to improve elementary students' learning outcomes in social
studies. This Android-based game demonstrated significant effectiveness in
increasing student engagement and comprehension, as indicated by a
substantial improvement in test scores in the experimental group compared
to the control group. The game design incorporates interactive and user-
friendly features, showcasing the potential of digital games in enhancing
learning experiences.

Game-Based Learning Media for Conceptual Mastery

Research highlights that gamified learning media simplify complex topics and
make lessons more engaging. Hanifah et al. (2022) emphasized that Android-
based educational games are effective in presenting abstract concepts
interactively. Similar to the "Pete" game, ISFBG uses gamification to turn
abstract mathematical operations into concrete, enjoyable challenges,
promoting better understanding and retention among students.

Application of the ADDIE Model in Game Development

The ADDIE model's systematic approach—Analysis, Design, Development,

Implementation, and Evaluation—ensures that educational games meet
pedagogical goals effectively. Hanifah et al. (2022) applied this model in
creating "Pete," which achieved high validation scores from educators and
experts. ISFBG also employs ADDIE principles, ensuring it aligns with
curriculum standards and effectively teaches integer operations.

Bridging Learning Gaps with Technology

Digital games serve as tools to bridge gaps in traditional teaching methods.

Hanifah et al. (2022) showed how the integration of mobile technology into
educational settings improves students’ motivation and outcomes,
particularly in social studies. ISFBG adopts a similar approach by integrating
tactile and visual learning elements, making it accessible and effective for
teaching abstract mathematical concepts.

Impact of Gamification on Student Outcomes

Gamification enhances learning by making it interactive and goal-oriented.

Hanifah et al. (2022) demonstrated that Android-based games improved not
only knowledge acquisition but also student motivation and engagement.
ISFBG mirrors this approach by incorporating competitive and cooperative
gameplay mechanics to foster critical thinking and teamwork.
Conceptual Framework

Input

1. Traditional teaching methods (worksheets, lectures, and digital tools).

2. Challenges in mastering integer operations (abstract concepts, low

motivation, lack of collaborative tools).

3. Design and development of the ISFBG using the ADDIE model.

Process

1. Development of ISFBG:

o Analysis of curriculum and student needs.

o Game design and prototyping.

o Validation and pilot testing.

2. Implementation:

o Classroom integration of ISFBG.

o Collaborative gameplay sessions.

o Instructional strategies alongside ISFBG use.

3. Evaluation:

o Pre-test to measure students' initial performance and motivation.

o Post-test after intervention using ISFBG.

o Analysis using a paired sample t-test.

Output

1. Improved academic performance in integer addition and subtraction.

2. Increased student motivation and engagement in mathematics.

3. Recommendations for integrating game-based learning in mathematics

education.

Visual Representation (Narrative to Diagram)

1. Input (Independent Variable)

 Challenges in learning integer operations

 Design and introduction of ISFBG

2. Process (Intervention)

 Implementation of ISFBG as a teaching tool

 Collaborative and interactive gameplay

3. Output (Dependent Variable)

 Enhanced understanding of integer operations

 Improved student motivation

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Conceptual Framework Using the ADDIE Model

Analysis Stage

At the foundation of the framework lies the identification of the problem and
the educational need:

1. Problem Identification:

o Students struggle to grasp integer addition and subtraction due

to the abstract nature of these operations.

o Traditional teaching methods (worksheets, rote learning) fail to

engage students or foster deep conceptual understanding.

2. Needs Assessment:

o Consultations with teachers, observations, and review of existing

materials reveal the need for a more interactive and
collaborative approach.
 o The integration of game-based learning as a viable solution
aligns with contemporary educational theories, emphasizing
active learning and motivation.

Design Stage

The framework then transitions into the strategic planning of the ISFBG:

1. Game Objectives:

o Align learning objectives with curriculum standards for Grade 7

mathematics, focusing on integer addition and subtraction.

o Ensure that gameplay promotes critical thinking, teamwork, and

engagement.

2. Game Mechanics:

o Adapt Snakes and Ladders mechanics to represent integer

operations (e.g., positive integers as forward moves, negative
integers as backward moves).

o Develop rules that encourage problem-solving, strategic

decision-making, and collaboration.

3. Visual and Physical Design:

o Incorporate appealing visuals and color-coded number lines to

aid understanding of integer movement.

o Use durable, classroom-friendly materials for repeated use.

Development Stage

This stage emphasizes the creation and initial testing of the ISFBG:

1. Prototype Creation:

o Develop an initial version of the board game, integrating

feedback from mathematics educators and game designers.

2. Content Validation:
 o Collaborate with subject matter experts to ensure the
mathematical accuracy of tasks and challenges embedded in the
game.

o Conduct iterative reviews of the game’s usability and relevance

to learning objectives.

3. Pilot Testing:

o Test the prototype with a small group of Grade 7 students to

identify areas for improvement in clarity, engagement, and
difficulty.

Implementation Stage

Here, the ISFBG is introduced into the classroom environment:

1. Teacher Training:

o Equip teachers with guidelines on incorporating the ISFBG into

their lesson plans.

o Provide strategies for facilitating gameplay while linking it to

conceptual explanations.

2. Game Integration:

o Introduce the game during lessons on integer operations,

combining it with traditional teaching methods for reinforcement.

o Allow students to play collaboratively in small groups to foster

teamwork and peer learning.

Evaluation Stage

The final component of the framework assesses the effectiveness of ISFBG:

1. Pre- and Post-Testing:

o Administer a pre-test to gauge students' initial understanding of

integer operations and their motivation levels.

o Conduct a post-test after the intervention to measure learning

gains and changes in motivation.
 2. Statistical Analysis:

o Use a paired sample t-test to determine the significance of

differences in student performance and motivation before and
after using the ISFBG.

3. Feedback Collection:

o Gather qualitative feedback from students and teachers to

identify strengths and areas for improvement in the game design
and implementation.

Visual Representation

The framework is structured around the ADDIE model's five phases, with the
outcomes from each stage feeding into the next. This iterative cycle ensures
the game’s continuous refinement and alignment with educational goals.