Teaching Mathematics Using Gamification to Enhance Elementary Students’ Learning Outcomes
Article Sidebar
Main Article Content
Abstract
The study aimed to: (1) design a gamified mathematics lesson plan to enhance elementary students’ learning outcomes, (2) to compare the results of learning outcomes before and after the intervention, and (3) to examine student satisfaction with the gamified learning experience. This study investigated the effectiveness of gamified instruction in enhancing mathematics learning outcomes and student engagement among Prathomsuksa 5 students at Pattanawit School, School of Intelligent Skill (SIS). Using a pre-experimental one-group pretest-posttest design, the six-week intervention involved 35 participants. The instruments included two researcher-developed unit-based mathematics tests (pre- and post-tests) to assess academic performance and a 20-item Likert-scale student satisfaction survey to measure perceptions of the gamified experience. Classroom observation checklists and Quizizz usage reports were also utilized to monitor engagement and participation. Data were analysed using mean, standard deviation, and paired-sample t-tests. The results of this study revealed that: (1) the design of the gamification mathematics lesson plan incorporates game-based elements such as avatars, experience points (XP), badges, leaderboards, and Quizizz-based assessments. Students also created personalized avatars, which were digitized using Canva and AI image generators to provide a more immersive and motivating learning experience. (2) Academic performance was assessed through unit-based pre- and post-tests, with significant gains observed in both Unit 1 (M = 12.94, SD = 3.79) and Unit 2 (M = 16.06, SD = 2.01), with p-values < .001. Quizizz usage data showed increased accuracy and participation, while classroom observations confirmed improved motivation and reduced mathematics anxiety. (3) A 20-item student satisfaction survey yielded a mean score of 3.88 (SD = 1.06), indicating positive perceptions of the gamified approach. Some neutral responses to competitive elements suggested the importance of maintaining balance in game design.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1. กองบรรณาธิการสงวนสิทธิ์ในการพิจารณาและตัดสินการตีพิมพ์บทความในวารสาร
2. บทความทุกเรื่องจะได้รับการตรวจสอบทางวิชาการโดยผู้ทรงคุณวุฒิ แต่ข้อความและเนื้อหาในบทความที่ตีพิมพ์เป็นความรับผิดชอบของผู้เขียนแต่เพียงผู้เดียว มิใช่ความคิดเห็นและความรับผิดชอบของมหาวิทยาลัยศรีปทุม
3. การคัดลอกอ้างอิงต้องดำเนินการตามการปฏิบัติในหมู่นักวิชาการโดยทั่วไป และสอดคล้องกับกฎหมายที่เกี่ยวข้อง
References
Alexander, J. P., Reyes-Chua, E., and Publishing, E. H. B. (2024). Exploring the Influence of Gamification on Student Engagement and Learning Outcomes in Mathematics Classrooms for Grades K-12. Asian Research Journal of Education, 1(1), 2–22.
Cohen, L., Manion, L., and Morrison, K. (2002). Research methods in education. Routledge.
Debrenti, E. (2024, March). Game-Based Learning experiences in primary mathematics education. Frontiers in Education, 9, 1-8. https://doi.org/10.3389/feduc.2024.1331312
Dichev, C., and Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International journal of educational technology in higher education, 14(9), 1-36. https://doi.org/10.1186/s41239-017-0042-5
Durado, J., Opina, M., (2025). Upper-Primary Thai Students’ Engagement, English Proficiency, and Mathematics Performance. Psychology and Education: A Multidisciplinary Journal, 36(8), 906-920. https://doi.org/10.70838/pemj.360806
Findell, B., Swafford, J., and Kilpatrick, J. (Eds.). (2001). Adding it up: Helping children learn mathematics. National Academies Press.
Hanus, M. D., and Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152–161.
Hui, H. B., and Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review. Frontiers in Psychology, 14, 1105806.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
Kawikitmanee, K. (2024, March 26). Lessons from PISA 2022: What Characterizes a Resilient Education System?. Equitable Education Research Institute (EEFI). [Online]. Retrieved from: https://research.eef.or.th/lessons-from-pisa-2022-what-characterizes-a-resilient-educai on-system/
Khaldi, A., Bouzidi, R., and Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10(10), 1-31.
Lo, H. M. (2021). Instructional Strategies for Game-Based Learning: Use Technology in the Elementary Mathematics Classroom. In: Bakan, U and Berkeley, S (ed.), Gamification and Social Networks in Education, MacroWorld Pub. Ltd.
Majuri, J., Koivisto, J., and Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. GamiFIN, 11-19.
Organisation for Economic Co-operation and Development. (2023). PISA 2022 Results (Volume I and II): Country Notes: Thailand. OECD Publishing.
Rachmadi, P., Situmorang, R., and Sukardjo, M. (2025). Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective. Journal of Lifestyle and SDGs Review, 5(2), e03911-e03911.
Rovinelli, R. J., and Hambleton, R. K. (1976). On the use of content specialists in the assessment of criterion-referenced test item validity. Tijdschrift voor Onderwijsresearch, 2(2), 49–60.
Sailer, M., Hense, J. U., Mayr, S. K., and Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in human behavior, 69, 371-380.
Skinner, B. F. (1938). The behavior of organisms: an experimental analysis. Appleton-Century.
Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.
Solekhah, H., Kutni, I. D., and Pamungkas, A. B. (2023). Student’s Engagement and Perception of Gamification in Mathematics. Education Policy and Development, 1(2), 1–13.
Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., ... and Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(1), 1-14.
Xayrullayevna, K. B. (2024). Teaching Mathematics Interactively: Practices and Innovative Approaches. International Journal of Pedagogics, 4(12), 124-126.
Yan, Y. (2023). Gamification in primary school mathematics education. Journal of Education, Humanities and Social Sciences, 22, 370-376.
Yeh, C. Y., Cheng, H. N., Chen, Z. H., Liao, C. C., and Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1), 5.
