The effects of the marble shapes digital game on preschoolers’ geometric recognition
DOI:
https://doi.org/10.26555/jecce.v8i2.14509Keywords:
cognitive development, digital game-based learning, early childhood education, geometric shape recognition, Marbel ShapesAbstract
Purpose – This study addresses the limited empirical evidence on the effectiveness of digital game-based learning in supporting early childhood geometry development in Indonesian contexts. Specifically, it examines whether the Marbel Shapes digital game can improve geometric shape recognition abilities among children aged 4–5 years.
Design/methods/approach – A quantitative approach was employed using a quasi-experimental one-group pretest and post-test design. The sample consisted of 18 children from Group A at Harapan Bunda Kindergarten, selected through saturated sampling. Data were collected using a nine-item performance-based assessment aligned with early childhood cognitive development indicators. Instrument validity was confirmed (CVI = 0.86), and reliability was acceptable (Cronbach’s α = 0.79). Data were analyzed using SPSS, including normality testing (Shapiro–Wilk) and paired-sample t-tests.
Findings – The results showed that the data were normally distributed (pre-test Sig. = 0.973; post-test Sig. = 0.412). There was a substantial increase in mean scores from 15.94 (pre-test) to 28.44 (post-test). The paired-sample t-test indicated a statistically significant improvement (t = 10.792, df = 17, p < 0.001), suggesting that the intervention had a strong positive effect on children’s geometric shape recognition abilities.
Research implications/limitations – However, the absence of a control group, small sample size, and short intervention duration limit causal generalization and internal validity. Despite these limitations, the findings indicate that developmentally appropriate digital games, when supported by teacher facilitation, can enhance early geometry learning.
Practical implications – This study suggests that educators can integrate digital game-based media as complementary tools to support cognitive development in early childhood education, particularly in introducing abstract concepts through interactive and engaging formats.
Originality/value – This study contributes to the literature by providing experimental evidence of the effectiveness of a specific digital educational game in improving geometric recognition skills among preschool children in Indonesia, offering a foundation for further research on digital learning interventions in early childhood settings.
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