As computer games become integral to students' learning experiences, this dissertation investigates the impact of educational game-based learning on mathematical outcomes and attitudes among elementary school students. Employing data science techniques, including statistical approaches and quantitative analysis through data mining of gameplay data alongside student surveys and assessments, the research delves into diverse gameplay patterns among fourth and fifth-grade students. Utilizing cluster analysis, three distinct student clusters--Agrinautica Masters, Math Pioneers, and Learning Explorers--are revealed, each exhibiting varying levels of mathematical complexity and game feature usage. The study unveils relationships between gameplay duration, student interactions, and the impact of autonomous learning and engagement. Survey results highlight positive student perceptions of Agrinautica, with varying attitudes observed among the clusters. The discussion further explores how the game's design, incorporating elements to enhance motivation and engagement, influences these perceptions. Drawing on constructivist learning theory and educational game research, the findings offer insights into improving educational practices, game design, and measurement. Implications include the development of comprehensive data collection frameworks and teacher training for effective game integration, with recommendations for future research to advance educational gameplay data analysis. Ultimately, this dissertation contributes valuable insights, laying a foundation for enhancing learning outcomes and reducing math-related anxiety through educational games in mathematics education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]