Influences of Training Length on the Effectiveness of a Game-Based Intervention for Early Mathematical Skills

Game-based learning approaches are effective to facilitate mathematical learning in early years. Given constraints on staff time, this research paper investigated whether a four-session intervention with a linear board game designed to promote mathematical skills of preschool children led to learning outcomes comparable to a longer six-session intervention with the same game. In total, 208 6-year-old German children were randomly assigned to three groups (six game sessions, four game sessions, control). Results indicated that the six-session group achieved significantly larger learning gains in more complex mathematical skills, such as understanding cardinality and the part-whole concept, than the four-session and control group. No significant difference was present between learning gains of the four-session and the control group. These findings suggest that the shorter implementation of the linear board game did not seem to offer sufficient opportunities to train mathematical skills beyond those needed to play the game properly. As such, it is important to ensure enough play time to effectively facilitate early mathematical learning.