Abstract

The aim of this work is to evaluate the effects of learning through a digital educational game by questioning the concept of solving a first-degree equation adapted to learners in their first year of secondary school. Learning through a digital educational game is concretized by the set of interactive situations allowing the apprehension of algebraic properties in order to solve an equation, these situations based on the educational game are set up before any traditional course introducing the method of equation solving centered on the equality property "add the same number to each equation member". In order to carry out our work, we randomly selected a sample size of 207 learners in their ^1st year of secondary school. We set up then in three groups of equal size (two experimental groups and a reference group), with the experimentation consisting of three stages, from devolution to a test, via a-didactic situations (action and formulation). We distributed the roles to the teacher and learners according to a pedagogical scenario. The results obtained after analyzing the learners' productions show that learning through the digital educational game had a positive effect on the learners' engagement in an a-didactic situation and on their understanding of the equation-solving method. We argue that understanding the formal method of solving an equation is more complicated than applying it directly.

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