Abstract: This study explored the use of digital media (videos, digital games) in the development of arithmetic skills (number identification, addition, subtraction) in a lower primary (standard one and standard two) in Tanzania. The hypothesis assumed a statistically significant linear relationship between the use of digital media and the development of arithmetic skills in the lower primary. The stratified sampling technique was used to select 160 pupils with F-grade scores in continuous assessment from two public schools in Dodoma City. The experimental group comprised 80 pupils and the control group had 80 pupils. The cognitive theory of Multimedia Learning guided the study, as it emphasises the significance of digital media like videos and digital games in learning. The Multivariate General Linear Model displayed a statistically significant relationship between the use of digital media (video and digital games) and the development of arithmetic skills (Number identification, addition, subtraction) among the lower primary in Tanzania. The study also confirmed that the mean difference between T1 and T2 within pupils in arithmetic skills was also statistically significant because the experimental group demonstrated higher test scores than the control group, indicating the positive effect of videos and digital games on the pupils’ number identification, addition, and subtraction skills. The study recommended that policymakers, curriculum developers, teachers, and other educational stakeholders consider incorporating digital media (videos, digital games) in teaching arithmetic skills among lower primary pupils.