Abstract

This study examined the association between a low-tech card-based game-based learning activity inspired by the mechanics of Halli Galli and students’ polynomial addition performance in a regular classroom setting. The intervention was designed based on principles from Cognitive Load Theory and Self-Determination Theory to support conceptual understanding, engagement, and active participation in mathematics learning. A single-group pretest–posttest design was employed with 25 secondary school students selected through convenience sampling with voluntary participation. The intervention consisted of a collaborative card-based activity implemented within a single class period.

Students’ performance was assessed using researcher-developed pretest and posttest instruments consisting of different but structurally equivalent polynomial addition tasks. Students’ perceptions of the learning experience were also measured using a satisfaction and engagement questionnaire. The findings indicated that students demonstrated higher posttest performance following participation in the activity. Students also reported high levels of engagement and satisfaction during the lesson.

These findings suggest that low-tech game-based learning activities may facilitate students’ understanding of polynomial addition while promoting active participation in mathematics classrooms. The study highlights the potential of simple and scalable instructional strategies that can be implemented within regular lesson time, particularly in resource-limited educational contexts. However, the findings should be interpreted with caution due to the relatively small sample size and the absence of a comparison group.

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