Raising the Level of Children's Geometric Thinking in First-Grade Children Using the "Exchequer Motor Game”

This study investigated the effect of the motor game 'Exchequer Motor Game' (EMG) on first-grade children's Level of Geometric Thinking (LGT) and their post-learning mood tracking (PLMT). Thirty children (age 6.1 ± 0.7 years; physical education experience: 0.6 ± 0.4 years), classified at level 1 of van Hiele's geometric thinking, were randomly assigned to two groups. Both groups engaged in the Exchequer Motor Game and the Conventional Geometry Course (CGC) in a counterbalanced, randomized cross-over design. CLGT and PLMT were measured for all participants after the intervention using the Van Hiele Geometry Test (level 1) and a mood chart. For the CLGT, statistical analyses showed a significant difference in geometric thinking after EMG (p < 0.05, Hedges'g =-0.91, large effect) compared to that recorded after CGC, and revealed a significant increase in CLGT scores when switching from CGC to EMG (p < 0.001) and a significant decrease in scores when switching from EMG to CGC. Similarly, the PLMT was significantly higher after the EMG session than after the CGC session (p < 0.001) and the statistical analyses showed that there was a significant increase in PLMT scores when switching from CGC to EMG (p < 0.001) and a significant decrease in scores when switching from EMG to CGC. Therefore, the results of the study suggest that practicing the Exchequer Motor Game can positively contribute to improving the level of children's geometric thinking.