A strategy based on fun learning for developing deep understanding of mathematics and reducing cognitive load among middle school students

Essa A. Alibraheim; Essa A. Alibraheim

doi:10.3934/steme.2026046

STEM Education

2026, Volume 6, Issue 6: 1123-1155. doi: 10.3934/steme.2026046

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Research article

A strategy based on fun learning for developing deep understanding of mathematics and reducing cognitive load among middle school students

Essa A. Alibraheim ^,

Department of Curriculum and Instruction, College of Education, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia

Academic Editor: Muhammad Younas

Received: 23 May 2026 Revised: 10 September 2026 Accepted: 08 October 2026 Published: 26 October 2026

This study examined the effectiveness of a teaching strategy based on fun learning in developing students' deep understanding of mathematical problems and reducing their cognitive load at the intermediate school level. It also explored the relationship between students' deep understanding of mathematical problems and their level of cognitive load. The study used a quasi-experimental design, with a sample of 68 seventh-grade students in Saudi Arabia. The research instruments consisted of a mathematics achievement test, a test measuring deep understanding skills in mathematical problems, and a cognitive load scale. The results showed statistically significant differences in mean scores between the experimental and control groups in the post-administration of the mathematics achievement and deep understanding skills tests in mathematical problems, with the differences in favor of the experimental group. The findings also revealed statistically significant differences in the post-administration of the cognitive load scale, with lower scores among the experimental group. This indicates that students in the experimental group experienced a lower level of cognitive load than their peers in the control group. In addition, the results showed a statistically significant negative correlation between students' deep understanding skills in mathematical problems and their level of cognitive load. Based on these findings, the study recommends integrating fun learning–based teaching strategies into mathematics teacher preparation and professional development programs. This may help present mathematics in more interactive and engaging learning contexts, support students' deep understanding, and reduce sources of cognitive load associated with learning mathematical concepts and solving mathematical problems.
- fun learning,
- deep understanding,
- mathematical problems,
- cognitive load,
- mathematics,
- middle school
Citation: Essa A. Alibraheim. A strategy based on fun learning for developing deep understanding of mathematics and reducing cognitive load among middle school students[J]. STEM Education, 2026, 6(6): 1123-1155. doi: 10.3934/steme.2026046

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Abstract

This study examined the effectiveness of a teaching strategy based on fun learning in developing students' deep understanding of mathematical problems and reducing their cognitive load at the intermediate school level. It also explored the relationship between students' deep understanding of mathematical problems and their level of cognitive load. The study used a quasi-experimental design, with a sample of 68 seventh-grade students in Saudi Arabia. The research instruments consisted of a mathematics achievement test, a test measuring deep understanding skills in mathematical problems, and a cognitive load scale. The results showed statistically significant differences in mean scores between the experimental and control groups in the post-administration of the mathematics achievement and deep understanding skills tests in mathematical problems, with the differences in favor of the experimental group. The findings also revealed statistically significant differences in the post-administration of the cognitive load scale, with lower scores among the experimental group. This indicates that students in the experimental group experienced a lower level of cognitive load than their peers in the control group. In addition, the results showed a statistically significant negative correlation between students' deep understanding skills in mathematical problems and their level of cognitive load. Based on these findings, the study recommends integrating fun learning–based teaching strategies into mathematics teacher preparation and professional development programs. This may help present mathematics in more interactive and engaging learning contexts, support students' deep understanding, and reduce sources of cognitive load associated with learning mathematical concepts and solving mathematical problems.

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Author's biography Dr. Essa A. Alibraheim is an associate professor of mathematics education at Imam Abdulrahman Bin Faisal University, Saudi Arabia. He specializes in mathematics education, curriculum and instruction, educational statistics, and technology-enhanced mathematics teaching. His research interests include students' attitudes toward mathematics, mathematics curriculum development, virtual and augmented learning environments, artificial intelligence in mathematics education, mathematical thinking, teacher professional development, and educational assessment. He is a member of the New Hampshire Teachers of Mathematics, the Association of Mathematics Teacher Educators, and the American Psychological Association. He also serves as a reviewer for several Web of Science- and Scopus-indexed journals and is a member of the editorial board of Sage Open

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