Gender and Feedback Effects in Digital Game-Based Learning for Primary Mathematics Education

Digital game-based mathematics learning has been widely implemented to enhance student engagement and learning outcomes. However, many studies overlook the role of gender differences in responding to instructional feedback, despite literature suggesting that males and females may react differently to digital stimuli. This study aims to explore the interaction between gender and feedback type in influencing cognitive learning outcomes and intrinsic motivation, which includes interest, perceived competence, autonomy, effort, pressure/tension, and engagement. Two types of feedback, Multiple-Try Feedback (MTF) and Single-Try Feedback (STF), were implemented using the Lectora Inspire platform in a quasi-experimental pretest–posttest design. Participants included 81 third-and fourth-grade students from three elementary schools in Jakarta, randomly assigned to either the MTF or STF condition. Learning outcomes were assessed using a mathematics test, and intrinsic motivation was measured with the Intrinsic Motivation Inventory (IMI). Two-way ANOVA and MANOVA analyses revealed that male students generally achieved higher post-test scores, whereas female students showed significant improvement when pretest scores were controlled, particularly in the STF condition. Additionally, females reported higher motivation levels in the interest and competence dimensions. Although feedback type alone did not show a significant main effect, the findings underscore the importance of adopting adaptive and gender-sensitive instructional approaches in digital learning environments.