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IRCT20260817070698N1 IRCT 2026-08-22 Islamic Azad University The effectiveness of interactive educational games on concept understanding, mathematical problem solving, and overt anxiety The effectiveness of interactive educational games on concept understanding, mathematical problem solving, and overt anxiety 2026-09-11 anticipated 30 Complete https://irct.ir/trial/92651 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, simple randomization method is used to assign male elementary school students in Izeh to two experimental and control groups. The randomization unit in this study is male elementary school students who are eligible to enter the study. First, a complete list of volunteer students who have been selected based on the study entry criteria is prepared. Then, each student is assigned a unique numerical identification code. These codes are entered into the Random Number Generator software and a random number is generated for each student. After generating these numbers, the students are sorted in ascending order based on the value of the random number. Then, the individuals are assigned to two groups; sequentially, the first 15 on the list are assigned to the experimental group and the next 15 to the control group. With this method, the order in which the students enter the study and the researcher knows them will not play any role in determining the group. To conceal allocation, the person responsible for entering data and performing the randomization process in the software will be independent of the interactive educational game intervention administrators and the research evaluators and will not have access to information about the implementation of the intervention or changes in student allocation. Also, student identification codes will be kept confidential and separate from their other personal information. Therefore, it will not be possible to predict the assigned group for each student before the randomization process, Blinding description: In order to control bias and improve the internal validity of the study, this study was designed as a blinded evaluator and blinded analyst; in this way, the outcome evaluator and data analyst will be kept unaware of the allocation of male elementary school students to the experimental and control groups. Given the nature of the intervention, namely the implementation of an interactive educational game, blinding the students and the intervention administrator is not possible; because the students in the experimental group directly participate in the educational game activities. In this process, the outcome evaluator will collect and record data related to mathematical concept understanding, mathematical problem solving, and overt anxiety at all stages of the pretest, posttest, and possible follow-up, without knowing the students' assigned group, in order to reduce the possibility of bias in measuring and recording the results. Also, all questionnaires and assessment forms with anonymous codes, such as “Group 1” and “Group 2,” will be provided to the statistical analyst, and the true nature of the groups will not be revealed until the statistical analyses are completed. All steps of randomization and assignment of students to experimental and control groups will be performed by an individual independent of the educational game facilitator and the research evaluators. Decoding of assignment codes will also be done only after the final completion of the statistical analyses. In this way, the possibility of the evaluator and analyst’s knowledge of the students’ groupings affecting the research results is minimized. N/A Academic and anxiety problems in students. Intervention 1: Intervention group: The interactive educational game intervention of Sabzipour and Fathi (1403) will be implemented in 12 45-minute sessions, two sessions per week in a group setting. The sessions for teaching mathematical concepts based on interactive games will be implemented based on the content of the elementary school mathematics textbook and designed by the researcher. This intervention will be implemented in 12 45-minute sessions, one session per week in a group setting for the students in the experimental group. In each session, the desired mathematical concept is first taught, then the students practice it through games and practical activities, and at the end, their learning will be reviewed with practice and a short evaluation. The educational themes of the sessions include: **Teaching counting and classifying shapes through the "Count and Color" game, strengthening counting and comparing numbers with the "Count and Compare" game, teaching order and symmetry with the "Sort" game, strengthening counting to 10 and relating numbers with finger displays in the "Numbers and Finger" game, developing problem-solving skills and recognizing numerical symbols through the "Surprising Table", teaching the concept of addition and its symbolic representation with the "Add" game, strengthening understanding of the concepts of greater, smaller, and equal with the "Compare Numbers" game, deepening the concept of addition and decomposition of numbers with the "Build Addition" game, strengthening the ability to recognize the largest number and familiarity with two-digit numbers in the "Biggest" game, teaching and consolidating the concept of subtraction through the "Subtract" game, strengthening the ability to sort numbers with the "Sort" game, and finally teaching place value and decomposition of numbers into tens and ones with the "Decompose" game. The main emphasis of this intervention is on active and enjoyable learning, student participation, repetition and practice, immediate feedback, use of concrete situations, and strengthening problem-solving skills and understanding of basic mathematical concepts through play. Intervention 2: Control group: They do not receive any intervention or treatment. No - There is not a plan to make this available Justification or reason for not sharing IPD is Participant data is completely confidential and I do not intend to publish it.
public Mostafa Kordi
No. 11, Saadi Alley, Toheed 2 St., Qaleh Tol
Baghmalek Iran (Islamic Republic of) 6396148341 +98 905 253 3364 mostafakordi19989@gmail.com Islamic Azad University scientific Mostafa Kordi
No. 11, Saadi Alley, Toheed 2 St., Qaleh Tol
Baghmalek Iran (Islamic Republic of) 6396148341 +98 905 253 3364 mostafakordi19989@gmail.com Islamic Azad University Iran (Islamic Republic of) Aged between 7 and 13 years. Enrolled in primary school. The child and their parents/legal guardians provide full informed consent to participate in the study. 7 years 13 years Male Presence of a physical illness that may interfere with the treatment process. Current use of psychiatric medications. Behavior N/A Intervention group: The interactive educational game intervention of Sabzipour and Fathi (1403) will be implemented in 12 45-minute sessions, two sessions per week in a group setting. The sessions for teaching mathematical concepts based on interactive games will be implemented based on the content of the elementary school mathematics textbook and designed by the researcher. This intervention will be implemented in 12 45-minute sessions, one session per week in a group setting for the students in the experimental group. In each session, the desired mathematical concept is first taught, then the students practice it through games and practical activities, and at the end, their learning will be reviewed with practice and a short evaluation. The educational themes of the sessions include: **Teaching counting and classifying shapes through the "Count and Color" game, strengthening counting and comparing numbers with the "Count and Compare" game, teaching order and symmetry with the "Sort" game, strengthening counting to 10 and relating numbers with finger displays in the "Numbers and Finger" game, developing problem-solving skills and recognizing numerical symbols through the "Surprising Table", teaching the concept of addition and its symbolic representation with the "Add" game, strengthening understanding of the concepts of greater, smaller, and equal with the "Compare Numbers" game, deepening the concept of addition and decomposition of numbers with the "Build Addition" game, strengthening the ability to recognize the largest number and familiarity with two-digit numbers in the "Biggest" game, teaching and consolidating the concept of subtraction through the "Subtract" game, strengthening the ability to sort numbers with the "Sort" game, and finally teaching place value and decomposition of numbers into tens and ones with the "Decompose" game. The main emphasis of this intervention is on active and enjoyable learning, student participation, repetition and practice, immediate feedback, use of concrete situations, and strengthening problem-solving skills and understanding of basic mathematical concepts through play. Control group: They do not receive any intervention or treatment. Understanding the concept. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Tabrizi Mathematical Learning Abilities Questionnaire (2010). Math problem solving. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Hassani Mathematical Problem Solving Skills Questionnaire (2018). Overt anxiety. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Abolghasemi et al.'s Test Anxiety Questionnaire (1996). Islamic Azad University Approved 2026-07-21 Behbahan Islamic Azad University Ethics Committee Shahid Bayani St., Amir Kabir Blvd. Behbahan Khouzestan Iran (Islamic Republic of)