Fostering mathematical creative thinking through game-based learning: evidence from integer operations among lower secondary students

This study investigates how Game-24-based learning fosters mathematical creative thinking among lower secondary students in integer operations. Although game-based learning has been widely recognized for improving engagement and academic performance, limited research has explored the cognitive mechanisms through which mathematical creativity develops during game-based mathematics instruction, particularly in lower secondary contexts. The study employed a sequential exploratory mixed-methods design to examine the progression of students’ creative thinking through the dimensions of fluency, flexibility, originality, and elaboration. The qualitative phase involved in-depth analysis of students’ problem-solving processes through observations, written tasks, and interviews, while the quantitative phase utilized a quasi-experimental pretest–posttest control group design involving Grade 7 students. Inferential statistical analysis revealed that the instructional impact of Game-24 did not emerge immediately during the initial adaptation phase (t = 0.47, p = 0.642), but became highly significant after sustained implementation (t = -8.38, p < 0.001). Qualitative findings demonstrated that students progressively shifted from rigid procedural strategies toward adaptive and reflective problem-solving behaviors. High-ability students exhibited stronger metacognitive regulation, whereas moderate- and low-ability students showed substantial gains in strategic exploration and idea generation. The findings suggest that Game-24 functions as a cognitive scaffold that promotes strategic experimentation, cognitive flexibility, and metacognitive reflection in mathematics learning. This study contributes to the growing discourse on game-based and technology-enhanced learning by providing empirical evidence that mathematical creativity develops cumulatively through sustained interactive learning experiences. The results offer important pedagogical implications for designing adaptive and creativity-oriented mathematics instruction in lower secondary education.