The impact of the treasure game on geometric thinking and post-learning mood in first-grade children

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dc.contributor.authorChikha, Anis Ben
dc.contributor.authorHawani, Aymen
dc.contributor.authorEken, Ozgur
dc.contributor.authorGoumni, Chiraz
dc.contributor.authorZoghlami, Wael
dc.contributor.authorMrayeh, Maher
dc.contributor.authorKurtoglu, Ahmet
dc.date.accessioned2026-04-04T13:33:26Z
dc.date.available2026-04-04T13:33:26Z
dc.date.issued2024
dc.departmentİnönü Üniversitesi
dc.description.abstractBackground: This study aimed to investigate the effect of the motor game Treasure Game (TG) on first-grade children's level of geometric thinking and post-learning mood tracking (PLMT). Methods: The study employed 24 first-grade children aged 6.1 +/- 0.7 years from a public primary school in Tunisia, all classified at Level 1 of van Hiele geometric thinking (GT). Participants were randomly in a counterbalanced, randomized crossover design in 2 groups and engaged in both the TG during physical education sessions and the conventional geometry course (CGC) during mathematics sessions over a 3-week period, with sessions counterbalanced to avoid order effects. The Van Hiele geometry test was administered to assess GT, and a mood chart was used to track PLMT. Data were analyzed using the SPSS software (Chicago), applying paired and independent samples t-tests to compare the effects of TG and CGC on GT and mood, with significance set at P < .05 and effect sizes calculated using Cohen D and Hedges g. Results: The results indicated that the TG had a significant positive impact on both GT and PLMT in first-grade children. In group 1, there was no significant difference in GT after the CGC compared to TG; however, group 2 showed a significant improvement in GT after TG compared to CGC, with a large effect size. Additionally, PLMT scores were significantly higher after TG than after CGC in both groups, with mood scores increasing when transitioning from CGC to TG and decreasing when transitioning from TG to CGC. Overall, the data demonstrate that TG significantly enhances both cognitive and emotional outcomes in young learners compared to traditional geometry instruction. Conclusion: The study confirms that participation in the TG significantly enhances GT and improves post-learning mood in first-grade children. This suggests that integrating motor activities like TG into the curriculum could be a viable strategy for enhancing early geometric education. Further research with larger sample sizes and considerations of gender differences is recommended.
dc.description.sponsorshipPrincess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia [PNURSP2024R 286]
dc.description.sponsorshipThis research was funded by Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R 286), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia. The authors did not receive any funds, grants, or financial assistance from any organization for the submitted research.
dc.identifier.doi10.1097/MD.0000000000040695
dc.identifier.issn0025-7974
dc.identifier.issn1536-5964
dc.identifier.issue50
dc.identifier.orcid0000-0002-5488-3158
dc.identifier.orcid0000-0002-5255-4860
dc.identifier.pmid39686503
dc.identifier.scopus2-s2.0-85212791938
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1097/MD.0000000000040695
dc.identifier.urihttps://hdl.handle.net/11616/109162
dc.identifier.volume103
dc.identifier.wosWOS:001379055700043
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherLippincott Williams & Wilkins
dc.relation.ispartofMedicine
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectchildren
dc.subjectcognitive geometric thinking
dc.subjectlearning
dc.subjectmood chart
dc.titleThe impact of the treasure game on geometric thinking and post-learning mood in first-grade children
dc.typeArticle

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