The Effectiveness of the Use of Learning Videos on the Understanding of Mathematics Concepts in Elementary Schools
Article Sidebar
-
Learning Videos, Mathematics Concepts, Student Understanding
Abstract
The abstract nature of many mathematical concepts presents a significant pedagogical challenge in elementary education, often leading to difficulties in student comprehension. The integration of multimedia, such as learning videos, offers a promising avenue to make these concepts more concrete and accessible. This study aimed to quantitatively determine the effectiveness of using learning videos on elementary school students’ understanding of mathematics concepts. A quasi-experimental, pre-test/post-test non-equivalent control group design was employed. The sample consisted of two fifth-grade classes, with one class (N=32) assigned as the experimental group utilizing learning videos and the other (N=32) as the control group receiving conventional, textbook-based instruction. Students’ conceptual understanding was measured using a validated, standardized mathematics concept test. Data were analyzed using an independent samples t-test and normalized gain scores. The results revealed a statistically significant difference in the post-test scores between the two groups (p < 0.01), with the experimental group demonstrating a substantially higher mean score and a significantly greater normalized gain. The study concludes that the use of learning videos is a highly effective instructional strategy for improving students’ understanding of mathematical concepts in elementary school.
Full text article
References
Abdulbaki, S., Khasawneh, M. A. S., & Tashtoush, M. A. (2025). The effectiveness of gamified learning environments in promoting grammar mastery in Jordanian secondary school EFL learners. International Journal of Innovative Research and Scientific Studies, 8(2), 3375–3386. Scopus. https://doi.org/10.53894/ijirss.v8i2.6013
Acuña, O. L., Santos Carvajal, D. M., Bolanos-Barbosa, A. D., Torres-Vanegas, J. D., Alvarez Solano, O. A., Cruz, J. C., & Reyes, L. H. (2025). Fostering technical proficiency and professional skills: A multifaceted PO-PBL strategy for unit operations education. Education for Chemical Engineers, 51, 64–78. Scopus. https://doi.org/10.1016/j.ece.2025.01.001
Alexander, C. H. C., Sivakumar, S., & Kumar, S. P. S. (2024). Gamification in CAD learning: A methodological approach for engineering curriculum. Dalam Nataraj C., Sivanesan S.K., Yong L.C., Cheong A.C.H., Perumal S.K.S., & Thiruchelvam V. (Ed.), AIP Conf. Proc. (Vol. 3161, Nomor 1). American Institute of Physics; Scopus. https://doi.org/10.1063/5.0229644
Cascella, M., Cascella, A., Monaco, F., & Shariff, M. N. (2023). Envisioning gamification in anesthesia, pain management, and critical care: Basic principles, integration of artificial intelligence, and simulation strategies. Journal of Anesthesia, Analgesia and Critical Care, 3(1). Scopus. https://doi.org/10.1186/s44158-023-00118-2
Ciccarelli, S., Peña, D., Ferraro, F. V., Carlos Martinez-Santos, J., & Puertas, E. (2024). TRIP a-Bike: An Interactive Educational System for Learning English as a Second Language. Proc. LACCEI Int. Multi-Conf. Eng. Educ. Technol. Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology. Scopus. https://doi.org/10.18687/LACCEI2024.1.1.1873
Fernández-Ortega, C., Trigueros, R., & Fernández, A. (2024). Frustration of basic psychological needs and emotions in communicative intent in English as a foreign language. Porta Linguarum, 2024-June(42), 197–214. Scopus. https://doi.org/10.30827/portalin.vi42.29389
Hromko, T., Vasylenko, O., Chepelyuk, N., & Hromko, Y. (2024). Digital Transformation of Linguistic Pedagogy. Proc. Inter. Conf. Appl. Inno. IT, 12(2), 45–55. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85219184907&partnerID=40&md5=5f8244d14418e4e1220ca9a3e50b9911
Ismail, U. S., Makhtar, N. I., Chulan, M., & Ismail, N. (2023). A Model Framework for the Implementation of Gamification in Arabic Teaching in Malaysia. Theory and Practice in Language Studies, 13(11), 2800–2805. Scopus. https://doi.org/10.17507/tpls.1311.09
Khamis, N., Yunus, M. M., & Mansor, A. Z. (2024). Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency. International Journal of Learning, Teaching and Educational Research, 23(2), 436–460. Scopus. https://doi.org/10.26803/ijlter.23.2.21
Liu, L. (2025). Impact of AI gamification on EFL learning outcomes and nonlinear dynamic motivation: Comparing adaptive learning paths, conversational agents, and storytelling. Education and Information Technologies. Scopus. https://doi.org/10.1007/s10639-024-13296-5
Magno, J. M., Indal, R. S., Chavez, J. V., Garil, B. A., & Delos Reyes, R. B. (2024). Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers. Forum for Linguistic Studies, 6(4), 404–419. Scopus. https://doi.org/10.30564/fls.v6i4.6742
Murray, A. K., Chen, I.-S. J., & Liu, Y.-T. (2024). Unlocking the Magic of Gamification for Preschool Language Learners: A Non-digital Approach to Boosting Reading Engagement at Home: ????????????????????. English Teaching and Learning, 48(2), 155–188. Scopus. https://doi.org/10.1007/s42321-024-00166-z
Nechifor, A. (2024). Gamified Romanian for Specific Purposes: A Journey to Engaged Language Acquisition. Analele Universitatii Ovidius Constanta, Seria Filologie, 35(2), 348–371. Scopus.
Orak, S. D. (2025). An overview of the place of games and gamification in SLA from the global skills perspective: A narrative literature review. Dalam Educ. Games: Enhancing learn. Through interact. Exp. (hlm. 61–82). Nova Science Publishers Inc.; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000225566&partnerID=40&md5=343aa71e6220f24248aa966d91908301
Qub’a, A. A., Al-Haj Eid, O. A., Hasan, G. A., & Herz, J. A. (2024). The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings. World Journal of English Language, 14(4), 428–436. Scopus. https://doi.org/10.5430/wjel.v14n4p428
Rofiah, N. L., & Waluyo, B. (2024). EFFECTS of GAMIFIED GRAMMAR and VOCABULARY LEARNING in an ENGLISH COURSE on EFL STUDENTS in THAILAND. Teaching English with Technology, 24(2), 22–46. Scopus. https://doi.org/10.56297/vaca6841/LRDX3699/DJJL1101
Roseni, E., & Muho, A. (2024). IMPACT OF GAMIFICATION AND INTERACTIVE LANGUAGE LEARNING PLATFORMS ON ENGAGEMENT AND PROFICIENCY IN ENGLISH LANGUAGE EDUCATION. Journal of Education Culture and Society, 15(2), 205–222. Scopus. https://doi.org/10.15503/jecs2024.2.205.222
Sochol, R. D., & Fazelpour, M. (2024). An Exploration of Game-Based Learning in Enhancing Engineering, Design, and Robotics Education via”The Legend of Zelda: Tears of the Kingdom”. ASEE Annu. Conf. Expos. Conf. Proc. ASEE Annual Conference and Exposition, Conference Proceedings. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202046218&partnerID=40&md5=48d151fcdb0a8f74056feb240d483d8a
Suryapranata, L. K. P., & Gozali, G. I. (2024). Enhancement of Indonesian Language Learning Motivation Using Trivia Game. Proc. - Int. Conf. Technol. Innov. Its Appl., ICTIIA. Proceedings - 2024 2nd International Conference on Technology Innovation and Its Applications, ICTIIA 2024. Scopus. https://doi.org/10.1109/ICTIIA61827.2024.10761062
Truong, M. T., & Dinh, H. N. (2024). Using Kahoot! To Teach English Vocabulary: Benefits, Drawbacks, and Actual Impacts from Students’ Perspective. CALL-EJ, 25(2), 201–223. Scopus.
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(5), 6217–6239. Scopus. https://doi.org/10.1007/s10639-023-12034-7
Zubkov, A. (2023). Gamification in Teaching Foreign Languages to Economics Students: A Case Study. Dalam Bylieva D. & Nordmann A. (Ed.), Lect. Notes Networks Syst.: Vol. 829 LNNS (hlm. 297–313). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-3-031-48016-4_21
