Designing an Audio-Guided Digital Game to Support Object-Based Addition Skills in Preschool Mathematics Education

Abstract

This design and implementation study examined an audio-guided digital game developed to support object-based addition skills, a core component of mathematical awareness in preschool education. The study was conducted with 15 children aged 4 to 5 years in a public preschool in Ankara, Türkiye. The game was designed according to Keller's ARCS Motivation Model and Mayer's Cognitive Theory of Multimedia Learning. Because the target group had not yet developed conventional literacy skills, written task instructions were replaced with Turkish audio guidance, concrete object representations, color-based signals, and immediate feedback. Data were collected through a five-point object-supported addition pre-test and post-test, a three-item smiley-face usability form for children, and an expert evaluation form completed by three specialists. Descriptive findings indicated that the class mean increased from 4.07 to 4.87 out of 5 after the implementation, while the total success rate increased from 81.33% to 97.33%. Thirteen of the 15 children reached full success in the post-test. Children evaluated the game as easy to use, visually attractive, and worth replaying. Expert ratings were also positive, particularly for pedagogical appropriateness and usability. The findings should be interpreted as preliminary because the study used a single-group pre-test-post-test design, involved a small sample, and did not include a delayed retention measure.