Multiple Game Education (MGE): Integration of Traditional and Digital Games in Learning to Improve Literacy and Numeracy of Primary School Students

Context and relevance. The Current technological advances have significantly changed how children and teenagers learn. Game-based learning is emerging as an interesting and innovative approach. Students are increasingly connected to technology, and game-based learning approaches are emerging in response to this change. By utilizing game elements, teaching can become more interactive and engaging. The game-based learning approach emerged as a response to changes in educational paradigms and the challenges teachers and students face. Objective. This quantitative study aims to determine the increase in students' literacy and numeracy skills in multiple-game education (MGE) based learning through traditional and digital games. Hypothesis. Multiple Game Education (MGE) improves students' literacy and numeracy skills. Methods and materials. The study is conducted using a pre-experimental design (One Group Pretest-Post Test), where the administered treatment can be more accurate because it can be compared to the situation before the treatment. The sample in this study was twenty-nine. In this study, students were tested on their numeracy and literacy skills after learning activities. Observation, tests (pre- and post-test), and documentation were used to collect data. Additionally, the improvement was assessed using the Normalized Gain (N-Gain) test to compare the difference between pretest and post-test results. Beside that, the statistics analyzed include mean, standard deviation, median, skewness, and kurtosis, which aim to determine the characteristics of the data distribution. Results. Based on the results of the two Paired Samples T-Tests, it can be concluded that the intervention significantly improved participants' literacy and numeracy skills. There was a highly significant improvement in the literacy measure with a t value = -8.601 and p < .001, as well as a huge effect size (Cohen's d = -1.597). This suggests that the intervention had a powerfuleffect on participants' literacy skills. Meanwhile, on the numeracy measure, a significant improvement was also found with a t value = -4.134 and p < .001, as well as a medium to large effect size (Cohen's d = -0.768), indicating that the intervention was also effective in improving numeracy, although not as strong as on literacy. Overall, the intervention has significantly improved both skills, with a greater impact seen in literacy. Conclusions. Research findings indicate a favorable assessment of implementing MGE learning successfully in elementary school mathematics education frameworks. MGE learning an improves multiple educational dimensions, which include literacy and numeracy performance, mathematical understanding development, and motivates students to participate with improved positive learning orientation.