Dataset for on The Effect Of Educational Games On Improving Student Learning Outcomes And Satisfaction On Multiplication Material At Elementary School

This dataset accompanies an explanatory mixed-method study investigating the impact of gamified learning on students’ cognitive processes, learning outcomes, and learning experiences in mathematics education. The quantitative component consists of anonymized student performance and perception data, including (1) pre-test and post-test scores used to measure learning improvement, (2) normalized gain scores (N-Gain) to evaluate the effectiveness of the instructional intervention, and (3) student satisfaction indicators derived from structured response items (e.g., positive and negative responses aggregated into composite satisfaction scores). Demographic variables such as gender are included in coded form to support subgroup analysis, while all personally identifiable information has been removed. The qualitative component includes anonymized excerpts from students’ responses collected through open-ended questions during and after the gamified learning implementation. These responses were systematically analyzed using thematic coding, resulting in categories such as cognitive processing (e.g., strategy awareness, concept clarification, and immediate feedback), cognitive load (e.g., task difficulty, confusion with new methods, and reading load), game mechanics (e.g., level progression, visual design, and narrative elements), and psychological mediators (e.g., engagement, enjoyment, and motivation). All qualitative data have been de-identified to ensure participant confidentiality. All participants were part of a classroom-based intervention and data were collected following informed consent procedures appropriate for educational research. The dataset has been anonymized prior to sharing, with identifiers replaced by coded labels (e.g., ID numbers), and no personal names or sensitive information are included. This dataset is intended to support transparency, replication, and secondary analysis related to gamified learning, cognitive theory of multimedia learning, and student engagement in educational contexts.本数据集配套一项解释性混合方法研究，该研究旨在探讨游戏化学习对数学教育中学生认知过程、学习成果与学习体验的影响。 本数据集的定量部分包含匿名化的学生学业表现与感知数据，具体包括：(1) 用于衡量学习提升幅度的前测与后测成绩；(2) 用于评估教学干预有效性的标准化增益分数（N-Gain）；(3) 由结构化问答条目衍生的学生满意度指标（例如将正向与负向反馈整合为综合满意度得分）。研究纳入了以编码形式呈现的人口统计学变量（如性别）以支持亚组分析，同时已移除所有可识别个人身份的信息。 本数据集的定性部分包含游戏化学习实施期间及实施后，通过开放式问题收集的学生匿名反馈节选。研究采用主题编码法对这些反馈进行系统化分析，提炼出若干类别，包括认知加工（如策略认知、概念澄清与即时反馈）、认知负荷（如任务难度、新方法理解障碍与阅读负荷）、游戏机制（如关卡进度、视觉设计与叙事元素）以及心理中介变量（如投入度、愉悦感与学习动机）。所有定性数据均已完成去标识化处理，以保障参与者的隐私安全。 所有参与者均参与了课堂教学干预，数据收集过程遵循了符合教育研究规范的知情同意程序。本数据集在共享前已完成匿名化处理，所有标识符均替换为编码标签（如学号），未包含任何个人姓名或敏感信息。 本数据集旨在为游戏化学习、多媒体学习认知理论以及教育场景中学生参与度相关的研究提供透明度保障、可重复性支持与二次分析基础。