<![CDATA[Purpose – This study examines the effect of Wordwall-supported mathematics instruction on junior high school students’ mathematical creative thinking, with particular attention to fluency, flexibility, originality, and elaboration. It addresses the limited empirical evidence on how digital game-based learning supports domain-specific mathematical creativity in secondary education. Methodology – A quasi-experimental pretest–posttest nonequivalent control-group design involved 60 Grade 8 students in Tangerang, Indonesia. Thirty students received Wordwall-supported instruction and 30 received regular instruction. Mathematical creative thinking was measured using five open-ended tasks. Posttest scores were analysed using ANCOVA with pretest scores as a covariate, while normalised gain was used as a supplementary measure of improvement. Findings – After controlling for baseline performance, the experimental group achieved a higher adjusted posttest mean (86.73) than the control group (80.60), with an adjusted mean difference of 6.13 points, 95% CI [2.51, 9.74], F(1, 57) = 11.52, p = .001, partial η² = .168. The experimental group also showed a higher normalised gain (0.659 vs. 0.502), p = .002, with Hedges’ g = 0.85. Novelty – The study provides domain-specific evidence that Wordwall can support mathematical creativity when digital tasks are deliberately designed to elicit multiple solutions, strategic flexibility, original responses, and elaborated reasoning. Significance – The findings extend international research on digital game-based mathematics learning by showing how a widely accessible platform can support creative mathematical thinking in a lower-secondary context, offering a transferable instructional principle for technology-enhanced mathematics classrooms across diverse educational settings.]]>
