The Mediating Role of Student Feedback in Math Playground Game Learning: Effects on Perceived Ease, Motivation, and Learning Outcomes

Authors

  • Masraria Universitas Muhammadiyah Palopo, Indonesia
  • Hadi Pajarianto Universitas Muhammadiyah Palopo, Indonesia
  • Masnur Universitas Muhammadiyah Enrekang, Indonesia
  • Chen Ching Yang National Dong Hwa University, Taiwan, Province of China

DOI:

https://doi.org/10.33394/jk.v12i1.19625

Keywords:

Math Playground, Motivation, Student Feedback, Game-Based Learning, Learning Outcomes

Abstract

This study aims to examine how perceived ease of use and motivation to use the Math Playground learning game influence student feedback and learning success among elementary school students in Indonesia. A quantitative survey approach was employed, involving 160 students selected through convenience sampling, all of whom had prior experience using the game in mathematics learning activities. Data were analyzed using covariance-based Structural Equation Modeling (CB-SEM) with AMOS to test direct and indirect relationships among variables and to examine the structural mechanisms within the proposed research framework. The results indicate that perceived ease of use does not have a significant direct effect on learning success; however, it positively and significantly influences student feedback. In contrast, motivation to use the learning game has a positive and significant effect on both student feedback and learning success. Furthermore, student feedback significantly affects learning success and partially mediates the relationship between motivation and learning success. These findings suggest that while system usability enhances students’ comfort and responsiveness, psychological factors, particularly motivation, play a more decisive role in improving academic outcomes. The study highlights the importance of fostering students’ learning motivation when integrating digital games into classroom instruction. Additionally, educational technology developers should prioritize motivational design elements and meaningful feedback systems rather than focusing solely on technical simplicity. Overall, this research contributes empirical evidence to the game-based learning literature by clarifying the mediating role of student feedback within elementary education in the Indonesian context.

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Published

2026-03-14

How to Cite

Masraria, Pajarianto, H., Masnur, & Ching Yang, C. (2026). The Mediating Role of Student Feedback in Math Playground Game Learning: Effects on Perceived Ease, Motivation, and Learning Outcomes. Jurnal Kependidikan : Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran, Dan Pembelajaran, 12(1), 177–188. https://doi.org/10.33394/jk.v12i1.19625

Issue

Vol. 12 No. 1 (2026): March

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Articles

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