Digital game-based learning in early elementary students: Arithmetic and emotional–behavioral outcomes

This study evaluated the effects of Wise-Ax Math, a concept-oriented digital game, on early arithmetic fluency and classroom-relevant emotional–behavioral indicators. Thirty first- and second-grade students in South Korea (two intact classes) completed an 8-week counterbalanced crossover comparing game-based practice with textbook-aligned worksheets (15 min/day, 5 days/week). Outcomes were assessed at baseline, 4 wk, and 8 wk: arithmetic fluency; teacher-rated ADHD-related behaviors and externalizing problems; and child-reported general worry/anxiety and depressive symptoms. Pooled within-phase change scores indicated that fluency gains were descriptively larger during the game round than during the worksheet round (6.97 ± 6.64 vs. 4.83 ± 10.29). Teachers reported fewer ADHD-related behaviors during the game round (−4.03 ± 3.93; p < .001), and round-specific analyses also indicated reductions in externalizing problems and general worry/anxiety; depressive symptoms did not change meaningfully. Findings provide preliminary, context-bound evidence that concept-oriented DGBL can support early arithmetic practice.