Digital and Traditional Games in Kindergarten Classroom

Game-based instruction offers diverse learning opportunities, especially for young learners. This study investigated the effectiveness of game-based learning in early childhood education and identified whether digital or traditional play enhances numeracy more effectively among kindergarten pupils. Thirty children aged 5–6 were divided into two groups: one used traditional games, the other digital games, during math lessons. Using a quasi-experimental design with pre- and post-tests, the study first assessed pupils’ numeracy skills, followed by a one-month intervention. Afterward, a post-test was administered, and results were analysed. Findings revealed improvements in numeracy performance in both groups, shifting from “Did not meet expectations” to “Outstanding.” Both the mean difference and mean gain difference were significant for each group. The study concludes that both digital and traditional games, when guided appropriately by adults, are effective tools for improving numeracy among kindergarten learners. Given the growing body of literature supporting play-based strategies in education, the study recommends integrating a variety of game-based activities in early childhood classrooms to enhance engagement and learning outcomes.