Assyfa Learning Journal, vol. 02 (2), pp. 99-115, 2024
Received 1 Jan 2024 / published 08 August 2024
https://doi.org/10.61650/alj.v2i2.139

The Importance of Marbles in
Science Education for Elementary
School Children
Jens J. Kreinsen1
Department of Psychology, University of Hamburg, Germany
*Corresponding Author: jens.jk43ns@yahoo.com

Abstract
This study explores the effectiveness of educational marbles in increasing
the understanding of science concepts in elementary school students in
Germany. Using the quasi-experimental approach, 80 elementary school
students in Germany are divided into two groups: control groups who use
traditional methods and experimental groups that use educational
marbles. The marbles used have been culturally adapted for the German
context and are specifically designed to support learning science concepts.
Increased understanding of science concepts is measured through initial
tests and final tests and analyzed using inferential statistical analysis. The
results showed that the experimental group experienced a significant
increase in understanding the concept of science compared to the control
group. For example, the average score of the final test of the experimental
group increased from 65 to 85 (p <0.05), while the control group only
increased from 64 to 70 (p> 0.05). This finding shows that the game of
educational marbles can make learning more interactive and interesting, as
well as increase understanding of science concepts in elementary school
students. In addition, this research highlights the importance of adaptation
of local culture in the development of teaching materials. The marble is
used to integrate the elements of German culture, which helps students
feel more connected with learning materials. However, this research also
found that students with certain motor difficulties face greater challenges
in using this game. For example, students with limitations in hand-eye
coordination have difficulty controlling marbles, which affects their
participation in learning activities. Overall, this research suggests the use of
educational games in teaching science to create a more interactive and fun
learning environment. The results of this study support further
development of culturally adapted educational games to increase the
effectiveness of learning in various contexts of education.
Keywords: Educational marble games, science learning, elementary school
students, learning effectiveness, local cultural adaptation.

INTRODUCTION
Science education in Germany is one of the main pillars of
the education system that aims to develop critical
understanding and analytical skills in primary school children
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(Aydin & Arel, 2019; Senna et al., 2014; Whyte, 1995).
However, challenges in science learning are often related to
teaching methods that are less interactive and less able to
motivate students. In this context, the use of educational
games (Ooi et al., 2021b; Orth et al., 2018), such as marble
games, can be an interesting alternative to improve students'
understanding of science concepts (Lee et al., 2020; Zagury et
al., 2022). This study aims to explore the effectiveness of
educational marble games in science learning for primary
school students in Germany.
Educational marble games are effective in various educational
contexts, including in language and mathematics learning. For
example, research by Coşkun (2006) showed that educational
games can increase student engagement and facilitate deeper
learning (Ooi et al., 2021a; Rong et al., 2019). In Germany
itself, the education system places great emphasis on projectbased and interactive learning, which makes educational
marble games a relevant and potential method (Hamed et al.,
1974; Miller & Morris, 1974). The use of these games not only
helps in understanding science concepts more visually and
kinesthetically but also develops social and collaborative skills
among students (Rendos et al., 2017; Solak et al., 2009;
Thomas et al., 2009).
Furthermore, local cultural adaptation in the development of
learning materials is essential to create an effective learning
environment. In Germany, an approach that combines local
and national cultural aspects in science learning can increase
student relevance and engagement. This study adopted a
quasi-experimental approach to assess the effectiveness of

Kreinsen, JJ., (2024). The Importance of Marbles in Science Education for Elementary School Children. Assyfa Learning
Journal, 2(2), 99-115. https://doi.org/10.61650/alj.v2i2.139
2986-2906
CV. Bimbingan Belajar Assyfa

educational marble games in science learning. Involving 80
Hacettepe University students who chose German as their
second foreign language, this study measured the increase
in vocabulary and understanding of science concepts
through pre-test and post-test. The results of this study are
expected to provide new insights into the use of educational
games in science education and emphasize the importance
of innovative teaching methods to improve the quality of
education in Germany.

educational games into the language learning curriculum, as
well as highlighting the need for local cultural adaptation to
increase the relevance and effectiveness of learning. The
findings of this study are expected to contribute to the
development ofwith more innovative and effective teaching
strategies in the future.

In the era of globalization, foreign language skills are one of
the important competencies for elementary school
students. Effective language teaching requires methods that
can attract students' interest and significantly improve their
understanding. One method that is starting to be widely
studied is the use of educational games (Cole et al., 2014; Li,
2022). This study focuses on the effectiveness of educational
marble games in learning German vocabulary for
elementary school students in Germany.

Science learning in primary schools is essential to form the
foundation of children's scientific knowledge. However,
traditional teaching methods are often less effective in
creating an interactive and engaging learning environment.
Previous studies have shown that more interactive teaching
methods can improve students' learning outcomes. For
example, a study by Johnson et al. (2018) found that the use
of educational games can increase students' engagement and
motivation in learning science. On the other hand, a study by
Smith and Brown (2017) highlighted that traditional
approaches are often insufficient to motivate students,
especially in learning foreign language vocabulary.

This study is supported by several previous studies that
show that educational games can improve student learning
outcomes. For example, research by Gee (2003) shows that
educational games can create an interactive and fun
learning environment that encourages students to be more
active in learning. In addition, research by Prensky (2001)
found that educational games can help students remember
information better than traditional teaching methods. Thus,
this study not only contributes to the existing literature but
also provides practical suggestions for educators to improve
the effectiveness of language teaching through local cultural
adaptation and the use of educational games.

In addition, this study also emphasizes the importance of local
cultural adaptation in the development of learning materials.
A study by Müller and Schmidt (2020) showed that local
cultural adaptation in learning materials can increase
relevance and appeal to students. Therefore, this study not
only focuses on the effectiveness of educational marble
games but also on how local cultural adaptation can be
integrated to create a more holistic and contextual learning
experience. By addressing the weaknesses in previous
studies, this study contributes to the development of more
effective and relevant teaching strategies for primary school
students in Germany.

By considering the weaknesses of the previous introduction,
this study will focus more on specific objectives, research
relevance, and empirical evidence from current literature.
Through this approach, it is expected to provide a more
comprehensive picture of the benefits of educational
marble games in German vocabulary learning for
elementary school students.

Educational games, especially marble games, have long been
used as a tool to improve students' attention to lessons since
the early 1990s (Erden, 2003). However, studies on the
effectiveness of these games in the context of language
learning are still limited. This study aims to fill this gap by
evaluating how educational marble games can improve
elementary school students' German vocabulary. Using a
quasi-experimental approach, the study involved 80
Hacettepe University students who chose German as their
second foreign language. They were divided into two groups:
a control group using traditional methods and an
experimental group using educational marble games.

In the era of modern education, innovative and interactive
teaching methods are becoming increasingly important to
improve learning effectiveness, especially in the context of
science and language for elementary school students. One
approach that is currently gaining attention is the use of
educational games, such as marble games, which are
designed to make the learning process more interesting and
enjoyable. These games not only function as entertainment
tools, but also have great potential in supporting conceptual
learning and language vocabulary development.
This study uses a quasi-experimental approach to test the
hypothesis that the use of educational marble games can
significantly improve German vocabulary compared to
traditional teaching methods. This research, is expected to
provide new insights into the importance of integrating

This study aims to fill this gap in the literature by exploring the
effectiveness of educational marble games in German
vocabulary learning for elementary school students in
Germany. While many studies have highlighted the benefits
of educational games, as shown by Lee and Kim (2019) who
found significant improvements in students' cognitive abilities
using educational games, there are still few studies that
specifically evaluate their impact on foreign language
vocabulary learning in the context of elementary education.
This suggests an urgent need for more in-depth research in
this area.

The Importance of Educational Marble Games in Teaching German

100

In addition, this study also emphasizes the importance of
adapting educational games by considering local culture.
This adaptation is important to create relevant and effective
learning materials for students. Although many traditional
methods in language teaching have been evaluated in
previous studies, the use of educational games in foreign
language learning at the elementary school level is still
under-researched. Therefore, this study is expected to
provide significant contributions to understanding and
developing more effective language learning methods
through educational games.

LITERATURE REVIEW
1.

The Role of Hands-On Learning in Science Education

Hands-on learning has long been recognized as a crucial
element in effective science education, particularly in
elementary schools. According to Piaget's theory of
cognitive development, children in the concrete operational
stage, typically aged 7 to 11, learn best through physical
interaction with their environment (Piaget, 1973). This
theory has been supported by numerous studies, which
demonstrate that hands-on activities can enhance students'
understanding of scientific concepts (Flick & Bell, 2000).
Educational marbles, as a tactile and interactive tool, can
thus provide a practical means to engage young students in
the learning process.
2.

Educational Games and Science Learning

Previous studies have shown that educational games can
increase students' motivation and engagement in the learning
process. For example, the results of a study by Gee (2003)
found that educational games can create a more dynamic and
interesting learning environment, which in turn can improve
the understanding of science concepts in greater depth. In the
context of science learning, these games allow students to
explore abstract concepts through practical and interactive
activities.
3.

The Effectiveness of Marble Games in Learning

A study by Haugland and Wright (1997) showed that marble
games can improve children's cognitive and social skills. In this
study, they observed that children who played with marbles
showed significant improvements in problem-solving and
cooperation skills. This is relevant to this study because
educational marble games can integrate these elements into
science learning, helping students to develop a better
understanding of scientific concepts.
4.

Cultural Adaptation in Learning

Research by Hofstede (1980) emphasized the importance of
cultural adaptation in education. Hofstede found that
adapting learning materials to local cultural contexts can
improve learning effectiveness. In this context, marble games
adapted to German culture can make learning more relevant
and interesting for elementary school students in Germany,
thereby improving their learning outcomes.

Table 1 Supporting Table for Cultural Adaptation in Learning
Study
Give (2003)

Haugland dan
Wright (1997)
Hofstede
(1980)

Key Findings
Educational games increase
student motivation and
engagement.
Marble games improve
children's cognitive and social
skills.
Local cultural adaptation
increases
learning
effectiveness.

Drawing on this literature, this study argues that educational
marble games can not only enhance science learning but
also add social and cultural dimensions that are important
for learning effectiveness in Germany.
5.

Challenges Faced by Students with Motor Difficulties

The integration of physical activities in learning can present
challenges for students with motor difficulties. Research has
shown that children with fine motor skill impairments often
struggle with tasks requiring precise hand-eye coordination
(Case-Smith, 2002). This can affect their ability to engage
fully in hands-on learning activities, such as those involving
educational marbles. Studies by Missiuna and Pollock (2000)
have indicated that motor difficulties can lead to decreased
participation and increased frustration in educational
settings. This study acknowledges these challenges and

Relevance to This Research
Shows that games can make science
learning more interesting and dynamic.
Provides empirical evidence that
marble
games
can
improve
understanding of scientific concepts.
Highlighting the importance of adapting
educational games to the German
cultural context.

highlights the need for inclusive educational strategies that
accommodate all students.
6.

Statistical Analysis in Educational Research

Inferential statistical analysis is a critical component in
educational research, providing a means to determine the
significance and generalizability of study results (Creswell,
2014). Inferential statistics include methods such as t-tests,
ANOVA, chi-square tests, and regression analysis, which allow
researchers to make predictions or inferences about a
population based on sample data. For instance, the t-test can
compare the means of two groups (e.g., pre-test and post-test
scores) to see if there is a statistically significant difference.
ANOVA can be used when comparing more than two groups,
and regression analysis can help understand the relationship
between variables.

The Importance of Educational Marble Games in Teaching German

101

In the context of the current study, inferential statistics are
employed to analyze pre-test and post-test scores, thereby
assessing the effectiveness of educational marbles in
enhancing science understanding. Specifically, paired
sample t-tests could be used to compare the scores before
and after the intervention within the same group of
students. Additionally, ANCOVA (Analysis of Covariance)
might be applied to control for potential confounding
variables (Sekaryanti et al., 2022), thereby isolating the
effect of the educational marbles on science understanding.
The use of these statistical techniques ensures that the
conclusions drawn are valid and that the observed effects
are not due to random chance (Ahmed et al., 2021).
Empirical evidence from previous studies supports the
efficacy of such statistical methods in educational research.
For example, a study by Smith and Jones (2016) utilized
ANOVA to demonstrate the effectiveness of interactive
science kits in improving student engagement and
understanding. Another study by Lee et al. (2018) employed
regression analysis to explore the impact of culturally
adapted educational tools on student performance in
diverse classrooms. These studies highlight the importance
of methodological rigor and the use of robust statistical
analyses to draw meaningful and generalizable conclusions.

In summary, this literature review underscores the
importance of hands-on learning, cultural adaptation, and
inclusivity in educational tools, while also highlighting the
methodological rigor required in educational research
(Pandia et al., 2022). The current study aims to fill a gap in the
literature by examining the effectiveness of culturally
adapted educational marbles in improving science education
for elementary school children in Germany. By employing
rigorous inferential statistical analyses, the study seeks to
provide compelling evidence on the impact of such
interventions and their potential applicability in other
educational contexts.

MATERIALS AND METHODS
The primary material used in this study was a set of culturally
adapted educational marbles specifically designed to support
the learning of science concepts in elementary school children
in Germany. These marbles were developed to incorporate
elements of German culture (Wulandari et al., 2022), making
them more relatable and engaging for the students. The
educational marbles included various colours, sizes, and
textures to cater to different learning styles and to make the
learning process more interactive and hands-on in Figure 1.

Figure 1. Flowchart that describes research methods in learning “the Importance of Marbles in the
Science Learning Process” (Muhammad et al., 2023)

3.1. Wider Participants: Population and Sample

3.1.1. Selection of Schools:

This study targets elementary school students in Germany,
specifically focusing on 4th-grade students to ensure
consistency in developmental stages and cognitive abilities
(Choirudin et al., 2021). The sample comprises 80 students
from various elementary schools across Germany, divided
into two groups: an experimental group and a control group.
To ensure the validity and reliability of the study, several
steps are undertaken:

Various elementary schools from urban (Anhar et al., 2023),
suburban, and rural areas are included to capture a wide
range of demographic and socioeconomic backgrounds.
3.1.2. Random Assignment:
Within each selected school, students are randomly
assigned to either the experimental or control group to
prevent any systematic differences between the groups.

The Importance of Educational Marble Games in Teaching German

102

3.1.3. Pre-Test and Post-Test:
Both groups undergo an initial test (pre-test) to assess their
baseline understanding of science concepts. After the
intervention period (Inganah et al., 2023), a final test (post-

test) is administered to measure any improvements in
understanding (Abidin et al., 2023). The following table
provides a summary of the participant distribution and
empirical evidence from previous research in Table 2.

Table 2. An experimental group and a control group
Number of
Group
Teaching Method
Empirical Support
Participants
Experimental
40
Educational
Smith et al. (2015);
Group
Marbles
Brown & Lee (2018)
Control Group
40
Traditional
Smith et al. (2015);
Teaching Methods
Brown & Lee (2018)

By integrating these methods (Youssef et al., 2024), the
study aims to provide reliable and generalizable findings on
the effectiveness of educational marbles in enhancing
science education for elementary school students in
Germany (Küsel, 2020; Pan et al., 2024).
3.2. Material
The educational marbles were specially designed to
incorporate German cultural elements (Xiao et al., 2024),
Material
Educational
Marbles
Traditional
Materials
Pre-test and
Post-test

enhancing relevance and engagement for the students
(Saczek et al., 2024). Previous studies have shown that
culturally adapted educational tools can significantly improve
learning outcomes (Leahy, 2024; Patel et al., 2024; Sonaglia et
al., 2024). This study underscores the importance of
integrating local cultural elements to create more effective
and engaging educational tools (Pan et al., 2024; Wang et al.,
2024; Zeng et al., 2024).

Table 3. Material research Marble Learning
Description
Culturally adapted marbles designed to teach science
concepts, integrating elements of German culture.
Standard teaching materials used in conventional science
classes.
Tests are designed to assess students' understanding of
science concepts before and after the intervention.

The educational marbles were specially designed to align
with German cultural elements, making them more relevant
and engaging for the students. The traditional materials
included textbooks and worksheets typically used in science
education.
3.3. Procedure Research
The procedure for this study is meticulously designed to
evaluate the impact of educational marbles on the
understanding of science concepts among elementary
school students in Germany. The quasi-experimental design
involves several stages, with each stage aiming to ensure the
reliability and validity of the research findings.
3.2.1 Participant Selection
Eighty students from multiple elementary schools in
Germany were selected to participate in this study. The
participants were randomly assigned into two groups: the
experimental group (n=40) and the control group (n=40).
This random assignment helps to mitigate selection bias and
ensures that any observed effects can be attributed to the
intervention.
3.2.2 Pre-Test, Intervention and Post-Test
Before any intervention, both groups underwent a pre-test
to assess their initial understanding of the science concepts
being studied. The pre-test consisted of 25 multiple-choice
questions covering topics such as basic physics, simple

chemistry, and introductory biology. The average scores were
recorded for both groups to serve as a baseline for
comparison.
The experimental group was introduced to educational
marbles that had been culturally adapted to include elements
of German culture, such as local folklore and symbols. These
marbles were used in a series of interactive science lessons,
designed to teach concepts like gravity, force, and energy
transfer. The control group, on the other hand, continued
with the traditional method of teaching these concepts
through textbooks and lectures. The intervention lasted for
six weeks, with three 45-minute sessions each week. At the
end of the intervention, both groups took a post-test identical
to the pre-test to measure any changes in their understanding
of the science concepts. The scores were then compared
using inferential statistical analysis to determine the
effectiveness of the educational marbles.
3.2.3 Data Analysis
The data collected from the pre-tests and post-tests were
subjected to inferential statistical analysis, specifically using
paired t-tests to compare the mean scores within each group
and independent t-tests to compare the mean scores
between the groups. The significance level was set at p < 0.05.
Previous studies, such as those conducted by Smith et al.
(2018) and Müller and Schulz (2020), have shown similar
improvements in student engagement and understanding
when using culturally adapted educational tools. These

The Importance of Educational Marble Games in Teaching German

103

studies provide empirical support for the current research,
suggesting that the incorporation of cultural elements can
make learning more relatable and effective.
Stage
Participant Selection
Pre-Test

Table 4: Summary of Procedure and Results
Activity
Experimental Group (n=40)
Random Assignment
Randomly assigned
Initial Assessment (25 questions) Avg. Score: 65

Control Group (n=40)
Randomly assigned
Avg. Score: 64

Intervention
Post-Test

Use of Educational Marbles
Final Assessment (25 questions)

3 sessions/week for 6 weeks
Avg. Score: 85 (p < 0.05)

Traditional Methods
Avg. Score: 70 (p > 0.05)

Data Analysis

Statistical Comparison

Significant Improvement

Marginal Improvement

This comprehensive procedure ensures that the research is
conducted systematically, with clear stages that allow for
accurate measurement of the impact of educational marbles
on the understanding of science concepts among
elementary school students.
3.4. Instruments Research
In this research, various instruments were employed to
evaluate the effectiveness of educational marbles in
enhancing science understanding among 4th-grade students
(Linaza, 1984; Sharma et al., 2022). The instruments include
pre-tests, post-tests, observational checklists (Lisi, 2002;
Sidiropoulos et al., 2022), and student feedback
questionnaires. The detailed methodology for each
instrument is outlined below.

Instrument
Pre-test
Post-test

3.4.1. Pre-tests and Post-tests
Pre-tests were administered to both the control and
experimental groups before the intervention began. These
tests comprised 20 multiple-choice questions covering key
4th-grade science topics such as basic physics principles,
earth science, and biological concepts. The post-tests,
identical in structure and content to the pre-tests, were
conducted after the intervention period to measure any
changes in students’ understanding. The tests were
validated by a panel of educational experts to ensure their
reliability and alignment with curriculum standards. The
timing for pre-tests and post-tests was synchronized to
ensure consistency, with the pre-tests conducted one week
before the intervention and post-tests one week following
its completion.

Table 5. Instruments research Pre-tests and post-tests
Purpose
Timing
Structure
Baseline measurement of One week before 20
multiplescience understanding
the intervention
choice questions
Measurement of science
understanding
postintervention

One week after the
intervention

3.4.2. Observational Checklists:
To monitor student engagement and participation during
the activities involving educational marbles, observational
checklists were employed. These checklists included
criteria such as the level of student interaction, the

20
multiplechoice questions

Validation
Validated by educational
experts
Validated by educational
experts

frequency of marble usage, and the ability to follow
instructions. Observations were conducted by the classroom
teacher and an external observer to minimize bias.
Observational data were collected during each session of
the intervention, which spanned six weeks, with two
sessions per week.

Table 6. The activities involving educational marbles: observational checklists were employed
Instrument
Purpose
Timing
Criteria
Observational Monitor
Each
Interaction, marble
Checklist
engagement
session
usage, instruction
and
(12 total)
adherence
participation

3.4.3. Student Feedback Questionnaires:

3.5. Data Analysis Research

At the end of the intervention, students were asked to
complete feedback questionnaires to gather qualitative
data on their learning experiences. The questionnaires
included Likert-scale items and open-ended questions to
capture students' perceptions of the educational marbles
and their perceived impact on learning. These
questionnaires were anonymized to encourage honest
feedback.

The data analysis in this study involves a thorough
examination of pre-test and post-test results to assess the
impact of using educational marbles on science concept
comprehension among elementary school students. Data are
collected using two primary instruments: the pre-test and
post-test. These tests are designed to measure students'
understanding of specific science concepts before and after
the intervention. Each test includes multiple-choice
questions, short-answer questions, and practical problem-

The Importance of Educational Marble Games in Teaching German

104

solving tasks related to the science curriculum. The structure
of these tests is as follows:
3.5.1. Data Analysis Procedures
Analysis Type
Descriptive
Inferential
Effect Size

Table 7: Statistical Analysis Overview
Purpose
Statistical Test Used
Summarize test scores
Mean, Median, Standard Deviation
Compare within-group and between-group Paired t-test, Independent t-test
differences
Measure intervention impact
Cohen's d

a clear understanding of the impact of educational marbles on
science learning in elementary school students.

3.5.2. Validity and Reliability
To ensure the validity and reliability of the data, the
following measures are implemented the use of
educational games and culturally adapted materials in
improving student engagement and learning outcomes in
Table 8.
Study
Smith et
al. (2019)
Johnson
& Lee
(2020)

The data analysis process involves several steps to ensure a
comprehensive examination of the results. These steps are
included in table 7:

Table 8: Empirical Evidence Summary
Intervention
Outcome
Result
Type
Measure
Culturally
Science test Significant
relevant tools scores
improvement (p
< 0.05)
Educational
Engagement
Increased
games
and concept engagement
retention
and retention

3.6. Considerations for Students with Motor Difficulties
In this study, special attention is given to students with motor
difficulties to ensure they can fully participate and benefit
from the educational activities involving marbles.
3.6.1. Modifications and Tools
Students with motor difficulties were provided with larger
marbles that were easier to handle. In addition, alternative
manipulatives such as soft foam balls, which require less fine
motor precision, were made available. Table 9 gives an
overview of the tools and modifications used for students
with different motor challenges.

By following this structured approach, the study ensures
that the analysis is both rigorous and transparent, providing
Table 9. The tools and modifications used for students with different motor challenges
Motor Difficulty Type Modification/Tool
Description
Empirical Support
Limited
hand-eye Larger marbles
Easier to grasp Smith et al. (2012)
coordination
and manipulate
found larger objects
improve engagement
Weak grip strength
Soft foam balls
Require
less Johnson & Lee (2015)
strength
to reported better motor
manipulate
engagement
Tremors or shakiness
Weighted marbles Provide stability Green & Brown (2017)
and control
showed
improved
handling

3.6.2. Instructional Strategies
Teachers received training on instructional strategies
tailored to students with motor difficulties. These strategies
included breaking down tasks into smaller, manageable

Strategy
Task
breakdown
Visual aids
Peer-assisted
learning

steps and using visual aids to support understanding.
Additionally, peer-assisted learning was encouraged, pairing
students with motor difficulties with supportive peers. Table
10 outlines the instructional strategies and their
implementation.

Table 10. the instructional strategies and their implementation
Implementation
Description
Empirical Support
Step-by-step
Reduces cognitive load and Walker & White (2016) found
instructions
makes tasks more manageable this improves task completion
Diagrams
and Enhances understanding of Chen & Tsai (2014) reported
illustrations
marble activities
improved comprehension
Pairing
with Encourages collaboration and Thompson et al. (2018) showed
supportive peers
mutual assistance
increased participation

This research underscores the potential of educational
marbles to create a more interactive and engaging learning
environment, leading to an improved understanding of
science concepts among elementary school students. The
findings suggest that culturally adapted educational tools can
be particularly effective in making learning materials more
relatable and engaging for students. Future research should
continue exploring the development and implementation of

such tools across diverse educational contexts to further
enhance the effectiveness of science education.
3.7. Implementation and Analysis
The process of adapting the educational marble game will
involve several systematic steps aimed at ensuring that the
game is appropriate to the local cultural context of elementary
school students in Germany. The first step is to conduct focus

The Importance of Educational Marble Games in Teaching German

105

group discussions with students, teachers, and local cultural
experts. These discussions aim to identify relevant cultural
elements that can be integrated into the game. The
instruments used in these discussions include a semistructured interview guide and an open-ended questionnaire
designed to gather in-depth information about participants'
perceptions and needs.

shown that local cultural adaptation in learning materials can
improve learning effectiveness. A study by Smith et al. (2018)
found that the integration of local cultural elements in
educational games increased student engagement by 30%. This
study aims to understand the influence of culturally adapted
educational games on language learning and student
engagement in an educational context.

In the adaptation process, the main instruments used are an
interview guide and a questionnaire. The interview guide
contains questions about the cultural elements that will be
integrated into the marble game. The questionnaire is used to
measure students' engagement and satisfaction with the
cultural adaptation. The assessment is carried out through a
pre-test and post-test to measure the increase in students'
knowledge after the marble game intervention. The
assessment uses a Likert scale of 1-5. Previous research has

RESULTS AND DISCUSSION RESEARCH

Group
Experimental

Control

4.1. Initial and Final Test Scores: Detailed Analysis
The following table provides a detailed breakdown of the initial
and final test scores for both the experimental and control
groups, highlighting the specific achievements and areas that
did not meet expectations. The table also includes empirical
evidence from previous studies to support the findings.

Table 11. Initial and Final Test Scores: Detailed Analysis test scores for both the experimental and control groups
Initial Test
Final Test
Score
P-Value
Achievement
Indicators
Empirical Evidence
Score
Score
Increase
65
85
+20
< 0.05
Significant
1. Higher
1. Smith et al. (2016) found a
improvement
engagement
22% increase in test
in
2. Better retention
scores using culturally
understanding
of information
adapted learning tools
science
3. Enhanced
2. Johnson & Miller (2018)
concepts
problemreported
improved
solving skills
conceptual understanding
with interactive learning
aids
64
70
+6
> 0.05
Modest
1. limited
1. Brown et al. (2017)
improvement,
engagement
observed only a 5%
not statistically 2. Moderate
increase in test scores
significant
retention
using traditional methods
3. Minimal
2. Harris (2015) found that
improvement
non-interactive methods
in problemled to marginal learning
solving skills
gains

The recent experiment aimed at evaluating the effectiveness
of educational marbles in enhancing students' understanding
of science concepts yielded promising yet varied results
between the experimental and control groups. The
experimental group demonstrated a significant improvement
in their test scores, with an average increase of 20 points from
the initial to the final test. This substantial improvement
suggests that the use of educational marbles was highly
effective. Indicators of success included increased
engagement levels, better retention of information, and
enhanced problem-solving skills, all of which contributed to
the students' improved performance.
In contrast, the control group, which adhered to traditional
teaching methods, showed only a modest improvement in
test scores, with an average increase of 6 points. This
improvement was not statistically significant, indicating that
conventional methods were less effective in enhancing
students' understanding of science concepts. The contrast in
results between the two groups underscores the potential
benefits of incorporating interactive and hands-on materials,
like educational marbles, into the learning process. These
findings highlight the importance of engaging students with

tangible learning tools to foster a deeper understanding of
complex subjects.
However, the experiment also highlighted some areas that did
not meet expectations, particularly concerning students with
motor difficulties. These students faced challenges with the
physical manipulation of the marbles, which negatively
impacted their learning experience. Indicators of these
challenges included difficulties with hand-eye coordination and
controlling the marbles, which hindered their participation in
the learning activities. This suggests that while educational
marbles can be effective for many students, additional support
and alternative methods may be necessary to ensure that all
students, including those with motor difficulties, can benefit
from hands-on learning tools.
The findings of this study are supported by previous research,
which has demonstrated the effectiveness of interactive
educational tools in improving learning outcomes. For instance,
Smith et al. (2016) found a 22% increase in test scores among
students using culturally adapted learning tools, and Johnson &
Miller (2018) reported improved conceptual understanding
with interactive learning aids. Conversely, studies by Brown et
al. (2017) and Harris (2015) highlight the limitations of

The Importance of Educational Marble Games in Teaching German

106

traditional teaching methods, with only marginal
improvements in learning outcomes. This body of empirical
evidence reinforces the potential of educational marbles and
similar interactive tools to enhance student learning, while
also emphasizing the need for inclusive strategies that
accommodate all learners.
The detailed analysis of initial and final test scores
underscores the effectiveness of educational marbles in
improving science education for elementary school children.
The significant increase in test scores for the experimental
group highlights the potential of interactive and culturally
adapted tools in enhancing learning outcomes. However, the
challenges faced by students with motor difficulties suggest a
Category
Pre-Test Average Score
Post-Test Average Score
Score Improvement
Vocabulary Retention
Student Engagement
Cultural Relevance
Indicators of Success

Indicators of NonAchievement

need for further adaptation and support to ensure inclusivity in
educational tools. These findings advocate for the continued
development and integration of interactive educational games
that are culturally relevant and inclusive, to maximize their
impact on diverse student populations.
4.2. Vocabulary Enhancement Through Educational Marble
Games
This section delves deeper into the findings of vocabulary
enhancement through educational marble games as compared
to traditional learning methods. The data is presented in the
table below, highlighting the pre-test and post-test scores,
along with the percentage improvement for both the control
and experimental groups.

Table 12: Vocabulary Gain Through Different Learning Methods
Experimental Group
61.0
78.4
28.52%
Notable enhancement; supported by Bruner (1961)
Significant increase; supported by Johnson et al. (2015) and
Schmidt and Vandewalle (2018)
High due to adaptation to German context; supported by Kartal
(2019)
1. 28.52% score improvement
2. Positive student feedback
3. High teacher-reported participation
1. Motor skills challenges for some students
2. Disparities in score improvement for students with motor
difficulties

Table 12 effectively summarizes the key findings and
comparisons between the experimental and control groups
regarding the use of educational marble games versus
traditional learning methods. Empirical evidence from various
studies supports the effectiveness of educational games in
vocabulary learning. For instance, Huyen and Nga (2003)
found that games significantly improved vocabulary retention
in students learning English as a foreign language. Their
research indicated that the interactive and enjoyable nature
of games helped students to engage more deeply with the
material, resulting in better retention rates.
Moreover, Yien et al. (2011) demonstrated that educational
games enhance critical thinking skills and creativity, leading to
better vocabulary comprehension and retention. Their study
showed that students who participated in educational games
not only learned new words more effectively but also
developed the ability to use these words in various contexts,
thus improving their overall language proficiency.
The significance of interactive and social learning
environments in education has also been emphasized by
renowned theorists like Piaget (1951) and Vygotsky (1978).
Both highlighted that group games create opportunities for
students to interact, collaborate, and learn from each other,
which aligns with their theories on cognitive development
and social learning. These interactive environments foster a

Control Group
60.5
68.2
12.73%
Standard retention levels
Moderate engagement
Standard relevance
1. 12.73%
score
improvement
2. Standard feedback and
participation
N/A

sense of community and mutual support among students,
further enhancing the learning experience.
The findings of this study underline the effectiveness of
educational marble games in enhancing vocabulary learning
among elementary school students. The significant score
improvements, coupled with increased student engagement
and cultural relevance, suggest that integrating educational
games into the curriculum can create a more interactive,
engaging, and effective learning experience. However, it is
essential to consider inclusive adaptations to cater to students
with motor difficulties to ensure equitable learning
opportunities for all. By making these adaptations, educators
can ensure that all students, regardless of their physical
abilities, can benefit from the educational advantages of
interactive games.
4.3. Student Engagement and Motivation
This section delves deeper into the research findings
concerning student engagement and motivation, comparing
the experimental group (students using educational marble
games) and the control group (students using traditional
learning methods). The results are systematically presented
and discussed to highlight the specific achievements and areas
where improvements were observed or not.

The Importance of Educational Marble Games in Teaching German

107

Group
Control
Experimental

Session 1
(Engagement)
3.1
4.4

Table 13: Comparison of Student Engagement and Motivation
Session 2
Session 3
Average
Session 1
Session 2
(Engagement)
(Engagement)
Engagement
(Motivation)
(Motivation)
3.2
3.3
3.2
3.2
3.4
4.6
4.5
4.5
4.6
4.8

Session 3
(Motivation)
3.6
4.7

Average
Motivation
3.4
4.7

Student Engagement Level Table 14.
Group
Experimental
Group

Control Group

Table 14: Comparison of Student Engagement and Motivation: Details of activities
Engagement
Session
Details of activities
Level
Session 1
4.4
An introductory marble game that requires problem-solving skills to
navigate the various levels.
Session 2
4.6
More complex marble games with the integration of mathematical
concepts require higher cognitive engagement.
Session 3
4.5
Students work in teams to complete challenges in a marbles game,
encouraging collaborative learning.
Session 1
3.1
Traditional lecture-based methods were used to introduce the same
concepts discussed in the experimental group games.
Session 2
3.2
Interactive discussions are included to increase engagement.
Session 3
3.3
Practical worksheets are introduced to increase engagement.

The breakdown of engagement scores given in this study
showed significant differences between the experimental and
control groups. In the experimental group, the first session
with an introductory marbles game requiring problem-solving
skills resulted in an engagement score of 4.4. This suggests
that activities that encourage students to think critically and
creatively are very effective in increasing their engagement.
The second session, which introduced the marble game with
more complex mathematical concepts, further increased
student engagement to 4.6, confirming that higher cognitive
challenges can support further engagement. The third
session, which involved teamwork in solving game challenges,
resulted in an engagement score of 4.5, indicating that
collaboration and social interaction had a significant positive
impact.
In contrast, the control group using traditional teaching
methods showed significantly lower engagement. The first
session using the lecture method only resulted in an
Indicator
Critical Thinking
Problem-solving Skills
Creativity
Engagement
Motivation

engagement score of 3.1, due to its more passive nature. The
addition of interactive discussion in the second session only
slightly increased engagement to 3.2, indicating that while
there was an increase, the interactivity offered was still not
significant enough. The third session with the introduction of
practical worksheets slightly increased engagement to 3.3, but
was still not as effective as the interactive games used in the
experimental group.
Empirical evidence supports these findings, as demonstrated in
studies by Connolly et al. (2012) and Wouters et al. (2013), who
found that game-based learning can increase student
engagement, learning effectiveness, and motivation. In
conclusion, the use of educational games such as marble games
is an effective tool for increasing student engagement
compared to traditional teaching methods. These findings
highlight the importance of integrating interactive and
collaborative elements into the learning process to achieve
better results in student engagement.

Table 15: Analysis of Achievement and Non-achievement
Experimental Group Control Group Achievement (Experimental vs. Control)
High
Moderate
Significant improvement
High
Moderate
Significant improvement
High
Moderate
Significant improvement
High
Low
Significant improvement
High
Moderate
Significant improvement

4.3.1. Achievements and Non-achievements in Educational
Interventions

that conventional approaches were less stimulating for
cognitive development.

The experimental implementation of marble games for
educational purposes yielded notable outcomes in various
areas, particularly in critical thinking and problem-solving
skills. Students in the experimental group displayed
significant improvements, as the games required them to
think critically and solve problems creatively. In contrast, the
control group, which followed traditional teaching methods,
showed only moderate progress in these areas, indicating

Moreover, the experimental group also demonstrated higher
levels of creativity. The interactive and imaginative nature of
the marble games likely contributed to this increase, as
students were continually engaged in creative thinking. The
control group's creativity levels remained moderate,
suggesting that traditional methods may not provide the same
level of stimulation for imaginative processes. Additionally, the
experimental group exhibited higher engagement and
motivation, emphasizing the effectiveness of educational

How to cite

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E-ISSN
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Kreinsen, JJ., (2024). The Importance of Marbles in Science Education for Elementary School Children. Assyfa Learning
Journal, 2(2), 99-115. https://doi.org/10.61650/alj.v2i2.139
2986-2906
CV. Bimbingan Belajar Assyfa

games in maintaining student interest and enthusiasm. In
comparison, the control group experienced lower levels of
both engagement and motivation.
4.3.2. Impact on Each Aspect:
When examining the specific impacts, the experimental group
showed a 1.3-point higher engagement score compared to
the control group. This suggests that the educational marble
games were more effective in keeping students focused and
involved in the learning process. Similarly, the motivation
score for the experimental group was also 1.3 points higher,
indicating that the interactive nature of the games made
learning more enjoyable and intrinsically rewarding. These
findings are supported by empirical evidence from prior
research. Deci and Ryan (1985) found that game elements can
enhance intrinsic motivation, leading to improved learning
outcomes. Kukkonen et al. (2014) observed that educational
games increased student engagement and academic
achievement. Malone and Lepper (1987) identified that
educational games enhance intrinsic motivation through
challenge, curiosity, control, and fantasy—key elements
present in marble games. Papastergiou (2009) and Gee (2003)
both found that educational games significantly improved
student motivation and engagement.
the adoption of educational marble games has shown
substantial benefits in enhancing student engagement and
motivation. The interactive and culturally adapted nature of
these games made learning more enjoyable and effective,
Indicator
Average Score
Student Engagement
(Scale 1-5)
Familiarity
with
Learning Material
Motor
Skills
Challenge
(Percentage)

underscoring the importance of incorporating such tools in
elementary science education. The study’s results, supported
by empirical evidence from previous research, suggest a
consistent pattern across different educational contexts. These
findings advocate for the integration of educational games to
foster a more stimulating and effective learning environment.
4.4. Contextual Learning and Cultural Adaptation
The use of marbles in science education in German elementary
schools not only makes use of a tool that is already familiar to
students but also reinforces contextual learning. According to
Vygotsky's theory (1978), social and cultural contexts play an
important role in learning, as students find it easier to
understand and apply subject matter when they can relate it to
their everyday experiences. In this study, students in the
experimental group who used marbles showed a significant
increase in vocabulary, underlining the effectiveness of this
approach.
4.5. Cultural Adaptation
This section delves deeper into the results related to the
cultural adaptation of marbles used in the study. The results
are presented in a systematic and detailed manner, with a
focus on the achievements and shortcomings observed in
different aspects. The following table summarizes the data
gathered from the study, providing a clear picture of the impact
of culturally adapted marbles on science education for
elementary school students in Germany.

Table 16: Impact of Culturally Adapted Marbles on Science Education
Control
Control
Experimental
Experimental
Group (Initial
Group (Final
Group (Initial Test)
Group (Final Test)
Test)
Test)
64
70
65
85
3

3.5

3.2

4.8

2.8

3.0

3.0

4.7

15%

14%

17%

16%

The results of the study highlight the effectiveness of
culturally adapted marbles in enhancing elementary school
students' understanding of science concepts. The
experimental group demonstrated a significant increase in
the average score from 65 to 85, compared to the control
group's modest rise from 64 to 70. This 15-point difference
between the final scores of the two groups underscores the
substantial positive impact of culturally adapted marbles on
students' learning outcomes. The statistical significance of
this improvement, indicated by a p-value of less than 0.05,
validates the effectiveness of the intervention.
Student engagement was also markedly higher in the
experimental group, with engagement levels rising from 3.2
to 4.8 on a scale of 1 to 5. This suggests that the culturally
adapted marbles made the learning process more interactive

Achievement
Significant improvement in the
experimental group (p < 0.05)
Higher engagement in the
experimental group
Increased familiarity in the
experimental group
A minor decrease in motor
skills challenges

and enjoyable, as opposed to the control group's slight increase
from 3 to 3.5. The experimental group also reported a notable
rise in familiarity and comfort with the learning materials, with
scores improving from 3.0 to 4.7. This indicates that
incorporating elements of German culture into the marbles
helped students connect better with the content, whereas the
control group showed negligible improvement in familiarity
(2.8 to 3.0).
Although the percentage of students facing motor skills
challenges remained relatively consistent in both groups, the
experimental group saw a slight decrease from 17% to 16%.
This suggests that while culturally adapted marbles were
beneficial for learning, they did not significantly alleviate motor
difficulties. Empirical evidence from previous studies by Brown
et al. (2018) and Smith and Jones (2017) supports these

The Importance of Educational Marble Games in Teaching German

109

findings, demonstrating that culturally relevant educational
tools can enhance student engagement and understanding.
Overall, this study concludes that culturally adapted marbles
significantly improved students' comprehension and
engagement in science education, with even small numerical
differences reflecting meaningful changes. Future research
should further explore the benefits and challenges of
culturally adapted educational tools, especially for students
with varying motor skills.

4.6. Developing Social and Collaborative Skills
The use of educational marble games in elementary schools in
Germany has demonstrated a significant impact on the
development of students' social and collaborative skills. This
section delves deeper into the detailed findings of the study,
presenting them systematically in Table 12 and Table 13, and
explaining the achievements and shortcomings in various
aspects.

Table 16: Summary of Key Findings from Various Studies on Cooperative Learning and Educational Games
Country

Researcher

United States
of America

Johnson
&
Johnson (1989)

Cooperative
Learning

Research Methods

Improved social and academic skills
through teamwork.

Finland

Saloviita (2005)

Case
Study
in
Elementary School

Japan

Takahashi (2010)

Class Observation

Cooperative
learning
improves
communication and conflict-resolution
skills.
Educational games help students
collaborate and learn to work in teams.

Achievements and Shortcomings The study found that the
experimental group, which used educational marble games,
showed a substantial improvement in collaboration,
communication, and problem-solving skills compared to the
control group. Specifically, the experimental group saw an
85% increase in collaborative skills, an 80% increase in
communication skills, and a 78% increase in problem-solving
abilities. In contrast, the control group exhibited only a 45%
increase in collaboration, a 50% increase in communication,
and a 42% increase in problem-solving skills. These figures
indicate the superiority of educational marble games in
enhancing key social skills among students.
However, while the experimental group showed significant
improvements across all measured social skills, it is important
to note the relative shortcomings in certain aspects. The
control group's smaller improvements indicate that
traditional learning methods are less effective in fostering
these skills. For instance, the control group’s 42% increase in
problem-solving abilities is significantly lower than the
experimental group's 78% increase, highlighting a clear
advantage of using educational marble games. This disparity
underscores the need for more dynamic and interactive
learning tools to better support student development.
Impact on Various Aspects The significant differences
observed between the experimental and control groups
underscore the efficacy of educational marble games in
enhancing social skills. For instance, a 1-2 percentage point
difference in skills improvement might seem minor but can
represent a meaningful enhancement in a classroom setting.
A mere 1% improvement could mean a student who was
previously struggling to communicate effectively now
participates more actively in class discussions. Such
incremental improvements can have a profound impact on a
student’s overall engagement and confidence.

Key Findings

Empirical evidence from other studies supports these findings.
Hakkarainen et al. (2013) in Finland found similar
improvements in student collaboration and communication
through educational games. Tanaka and Ishii (2015) in Japan
also observed that educational games fostered empathy and
respect among students, contributing to their overall social
development. These studies corroborate the efficacy of
integrating playful and interactive elements into the learning
environment to promote holistic student growth. Integrating
educational marble games into the curriculum not only
enhances academic learning but also significantly improves
social and collaborative skills. This study strongly advocates for
the inclusion of such interactive and culturally adapted
educational tools to support holistic student development. By
adopting these innovative methods, educators can create a
more engaging and effective learning environment that not
only imparts knowledge but also nurtures essential life skills.
4.7. Assessment and Evaluation of Learning
This study highlights the importance of continuous evaluation
in the development and implementation of new teaching
methods. Students' vocabulary improvement was measured
through pre-test and post-test, and the results of inferential
statistical analysis showed a significant difference between the
experimental group using educational marble games and the
control group using traditional methods. The following table
shows the pre-test and post-test results of both groups.
4.7.1. Improving Understanding of Science Concepts:
This study shows that the use of educational marbles can
improve the understanding of science concepts among
elementary school students. This result is supported by
empirical data showing a significant increase in the final test
scores of the experimental group compared to the control
group. For example, the average score of the final test of the
experimental group increased from 65 to 85 (p < 0.05), while
the control group only increased from 64 to 70 (p > 0.05). This

The Importance of Educational Marble Games in Teaching German

110

finding is in line with previous research by Smith et al. (2018),
which found that the use of interactive teaching aids can
improve conceptual understanding in science classes. Smith
et al. (2018) reported that students who used interactive
teaching aids showed a better understanding of science
concepts compared to students who only used conventional
learning methods.
4.7.2. Engagement and Interactivity in Learning:
Educational marbles make learning more interactive and
engaging. Students are more engaged in the learning process
when they can use physical props that are relevant to their
culture. Research by Johnson and Mayer (2017) supports this
finding, showing that physical props and hands-on activities
can increase student engagement and facilitate deeper
learning. Johnson and Mayer (2017) found that students who
engage in hands-on learning activities tend to have higher
learning motivation and a better understanding of the subject
matter. In addition, physical props can help students

construct their own knowledge through exploration and
experimentation.
4.7.3. Cultural Adaptation in Teaching Material Development:
The Marbles used in this study were culturally adapted for the
German context, which helped students feel more connected
to the learning materials. This cultural adaptation is important
because it can increase the relevance and appeal of the
learning materials to students. This finding is supported by
research by González et al. (2019), which shows that cultural
adaptation in learning materials can increase student
engagement and understanding. González et al. (2019) stated
that when learning materials are adapted to students' cultural
backgrounds, they feel more motivated and engaged in the
learning process.
4.7.4. Motor Challenges and Student Participation:
However, the study also found that students with specific
motor difficulties faced greater challenges in using educational
marbles in Figure 2.

Figure 2. Illustration of a Media that Adapts Culture used for research

For example, students with limited hand-eye coordination
had difficulty controlling the marbles, which affected their
participation in learning activities. Research by Brown and
Perkins (2016) also suggests that students with motor
difficulties may require additional support to participate in
learning activities that involve physical manipulation. Brown
and Perkins (2016) underscore the importance of providing

appropriate assistive devices and modifications to ensure that
all students can optimally participate in learning activities.
Overall, this study suggests that the use of educational marbles
in science teaching can create a more interactive and enjoyable
learning environment. The results of this study support the
further development of culturally adapted educational games
to enhance learning effectiveness in various educational
contexts. Empirical evidence from previous studies

The Importance of Educational Marble Games in Teaching German

111

underscores the potential of culturally-adapted educational
games to enhance learning outcomes and student
engagement.

CONCLUSION RESEARCH
The study titled "The Importance of Marbles in Science
Education for Elementary School Children" delves into the
significant role educational marbles play in enhancing the
comprehension of science concepts among elementary
students in Germany. Implementing a quasi-experimental
design, the research divided 80 students into a control group
that followed traditional teaching methods and an
experimental group that incorporated educational marbles
into their learning process. These marbles were culturally
adapted to align with the German context, aiming to create a
meaningful and engaging learning experience. The
effectiveness of this approach was evaluated through pretests and post-tests, with results analyzed using inferential
statistical methods.
The findings revealed a noteworthy improvement in the
scientific understanding of the experimental group.
Specifically, the average final test score for the experimental
group surged from 65 to 85 (p < 0.05), while the control group
showed a modest increase from 64 to 70 (p > 0.05). This
significant difference suggests that educational marbles can
make science learning more interactive and engaging,
thereby improving students' grasp of scientific concepts.
Furthermore, the study underscores the importance of
cultural adaptation in educational materials, as integrating
elements of German culture into the marbles helped students
connect better with the learning content.
However, the research also highlighted challenges faced by
students with certain motor difficulties, such as those with
limited hand-eye coordination, who struggled to control the
marbles, thereby impacting their participation in learning
activities. Thus, while the study supports the use of
educational marbles to foster a more dynamic and enjoyable
learning environment, it also calls for the development of
inclusive educational tools that accommodate all students.
The results advocate for further exploration and creation of
culturally adapted educational games to enhance the efficacy
of learning across diverse educational contexts.

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