Development of an Arithmetic Video Game and Console for Standard I and II Pupils in Tanzania

Through game-based learning, new concepts have been introduced to learners in a simplified and engaging manner. Numerous games have been developed; however, there is a need for an educational game that follows Tanzania’s curriculum and fits its context. This paper, therefore, presents a video game and console to aid in learning arithmetic concepts for standards I and II learners in Tanzania. The game content matches the Tanzanian syllabus, and its settings suitably fit the context. This game, named math bubbles, pays attention to pedagogy, game mechanics, incentive system, narrative and aesthetic design. The game’s design provides a high interactivity level and promotes intrinsic motivation and self-learning. The game console comprises a rechargeable, lightweight, hand-held device, having a 7-inch LCD and push-buttons used to interact with the game. A web application with a simple interface was developed to help the teachers track learners’ performance. Twenty people (curriculum experts, teachers, and learners) were engaged in the data collection for functional, educational, pedagogical, and non-functional requirements. Fifteen standard I and II learners played the game in two phases. In the first phase, learners played with the teachers’ help. In the second phase, they played on their own. The curriculum experts and teachers also interacted with the game. All participants filled out a game evaluation form assessing the game’s effectiveness. The responses were positive; however, the learners’ time exposure was limited. The curriculum experts recommended the integration of the math bubbles game and console into classroom learning to enhance the pupil’s arithmetic competency.