Özet
The aim of this study is to analyze the impact of integrating digital game design with meta-cognitive strategies on academic achievement in mathematics and meta-cognitive awareness. This research supports the use of advanced technology in classroom environments by combining meta-cognitive skills with digital game design through block coding. Using action research, a purposively sampled study group was formed, consisting of both experimental and control groups. Pre-tests were administered to assess mathematics achievement and meta-cognitive awareness. For six weeks, the experimental group designed games using Scratch, tackling different problems on a weekly basis. The researcher developed a three-stage measurement tool to evaluate meta-cognition, game design, and Scratch performance. Post-tests indicated that the digital game design process positively influenced academic achievement and meta-cognitive awareness. Furthermore, significant positive relationships were identified between meta-cognition, game design, and Scratch, highlighting the potential of game design to enhance mathematics education.
