Digital games have emerged as a significant tool for enhancing learning and cognitive development in children. They serve as effective tools for skill enhancement due to their interactive and immersive nature, maintaining interest in learning and providing real-time feedback for immediate correction of mistakes. Furthermore, digital games foster critical thinking in children through decision-making and problem-solving in varied scenarios, while also creating a fun and less intimidating environment that reduces anxiety and promotes enjoyable learning. However, the success of game based learning initiatives in developing countries has been limited due to lack of sufficient involvement of local children in the development process, causing the disconnect between game developers and the target audience. These games also often fail to integrate local content with existing curricula and teaching methods. This research explores the development of local digital games aimed at enhancing numeracy skills among Tanzanian primary school children, employing a participatory approach. Addressing the shortcomings of existing educational games, it involved a participatory design approach with 42 pupils aged 6-8 and 14 teachers from six different schools across three regions in Tanzania. This participatory method led to the development of three games: 'Manati', 'Ruka Kamba', and 'Kombolela'. These games underwent rigorous testing to evaluate their pedagogical value, ease of use, and the level of fun and enjoyment they offer. The study found that involving children and teachers in the development process not only made the games easy to play, fun, and enjoyable but also pedagogically effective for the target audience. The findings emphasize the importance of user involvement in the whole process of game development, particularly in contexts where cultural sensitivity and curriculum alignment are important.
Mtebe et al. (Thu,) studied this question.