Publication Date


Document Type


First Advisor

Demir, Fatih F.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)


Students often see mathematics as a hard subject because they have to rely on logic, mathematical theories of equations, proofs, and some of math concepts that are difficult to understand, which contributes to students’ poor performance and low motivation to learn math. Therefore, the purpose of this quantitative study was to investigate the effects of using digital math games on fourth-grade elementary students' motivation to learn math in Saudi Arabia. This study also focused on the effects of gender differences on their motivation to learn math. Data for this a quasi-experimental research were collected from 200 students using a pre- and post-survey questionnaire for two groups: control group and treatment group for both genders (boys and girls). The result showed that a statistically significant gender difference in motivation scores among boys and girls, where boys scored higher than girls in both the group who used a digital math game and the group who did not use it. However, the results of the effect of using math digital games on fourth-grade students' motivation was not significant, indicating that the math games did not provide a significant contribution to increasing students' motivation towards learning math.


125 pages




Northern Illinois University

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