Digital Triple-Code Model Game Intervention for Enhancing Mathematical Achievement and Working Memory in Children at Risk of Mathematical Difficulties

Children at risk of mathematical difficulties (MD) are increasingly prevalent worldwide. This study developed a digital game–based intervention grounded in the Triple-Code Model (TCM) and aligned with the standardized mathematics curriculum and learning indicators. The intervention design followed the ADDIE and digital game-based learning frameworks. Instruments were validated by experts and piloted with 45 children at risk of MD. Seventy primary school students aged 9–11 years were randomly assigned to experimental or control groups. Computerized tests of mathematical achievement, verbal working memory, and spatial working memory were administered. Results revealed significantly greater post-training improvements in the experimental group across all measures, with large effect sizes. The findings suggest that the digital TCM game effectively enhances mathematical performance and cognitive functioning, possibly through mechanisms involving positive emotion, goal-directed processing, and reduced cognitive load, supporting its potential as a supplementary educational tool for children at risk of MD.