The Impact Of Gamification On The Motivation Of Basic Education Students In The Subject Of Mathematics.
DOI:
https://doi.org/10.70577/asce.v5i1.700Keywords:
Gamification, Academic Motivation, Mathematics Education, Elementary Education, Didactic Strategies, Game-Based LearningAbstract
Objective: To analyze the impact of gamification on motivation toward mathematics in fifth-grade students of General Basic Education at Unidad Educativa Fiscal Bicentenario D07 in Quito, Ecuador. Method: A quasi-experimental design with pretest-posttest measurements in a single group was employed. Thirty-two students participated (mean age: 9.8 years; 53% girls). A Likert-scale academic motivation questionnaire validated by expert judgment was applied (Cronbach's α = .87). The intervention consisted of implementing gamified activities (points, badges, levels, missions, and immediate feedback) over eight weeks. Data were analyzed using descriptive statistics and paired-samples t-test. Results: A statistically significant increase in overall motivation was found (t(31) = 5.42, p < .001, Cohen's d = 0.96), as well as in intrinsic (p < .001) and extrinsic motivation dimensions (p = .003). The effect size was large according to conventional criteria. Conclusions: Gamification constitutes an effective pedagogical strategy for improving Basic Education students' motivation toward mathematics, favoring both intrinsic and extrinsic motivation. Its systematic integration into teaching practice is recommended.
Downloads
References
Abdisa, K., Ayoubi, Z., & Saad, R. (2023). Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review. Frontiers in Psychology, 14, 1105806. https://doi.org/10.3389/fpsyg.2023.1105806 DOI: https://doi.org/10.3389/fpsyg.2023.1105806
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/BF03194059 DOI: https://doi.org/10.3758/BF03194059
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Debrenti, E. (2024). Game-based learning experiences in primary mathematics education. Frontiers in Education, 9, 1331312. https://doi.org/10.3389/feduc.2024.1331312 DOI: https://doi.org/10.3389/feduc.2024.1331312
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. https://doi.org/10.1037/0033-2909.125.6.627 DOI: https://doi.org/10.1037/0033-2909.125.6.627
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. DOI: https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." In Proceedings of the 15th International Academic MindTrek Conference (pp. 9-15). ACM. https://doi.org/10.1145/2181037.2181040 DOI: https://doi.org/10.1145/2181037.2181040
European Modern Studies Journal. (2025). Gamification learning strategies on learners' performance in mathematics. European Modern Studies Journal, 9(2). https://lorojournals.com/index.php/emsj/article/view/1297 DOI: https://doi.org/10.59573/emsj.9(2).2025.1
Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta-analysis in K-12. Journal of Computer Assisted Learning, 38(1), 304-325. https://doi.org/10.1111/jcal.12618 DOI: https://doi.org/10.1111/jcal.12618
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognitive Development, 19(1), 21-46. https://doi.org/10.1080/15248372.2017.1421538 DOI: https://doi.org/10.1080/15248372.2017.1421538
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789 DOI: https://doi.org/10.1177/1745691620966789
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639 DOI: https://doi.org/10.3390/educsci14060639
Jutin, J., & Maat, S. M. (2024). The effectiveness of gamification in teaching and learning mathematics: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 13(1), 171-192. https://doi.org/10.6007/IJARPED/v13-i1/20437 DOI: https://doi.org/10.6007/IJARPED/v13-i1/20703
Kim, J., & Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis. International Journal of Environmental Research and Public Health, 18(7), 3550. https://doi.org/10.3390/ijerph18073550 DOI: https://doi.org/10.3390/ijerph18073550
Kurnaz, F. (2025). A meta-analysis of gamification's impact on student motivation in K-12 education. Psychology in the Schools. Advance online publication. https://doi.org/10.1002/pits.70056 DOI: https://doi.org/10.1002/pits.70056
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x DOI: https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Li, H., Ma, Q., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, 1190562. https://doi.org/10.3389/fpsyg.2023.1190562 DOI: https://doi.org/10.3389/fpsyg.2023.1253549
Meylani, R. (2025). Gamification and game-based learning in mathematics education for advancing SDG 4: A systematic review and qualitative synthesis of contemporary research literature. Journal of Lifestyle and SDGs Review, 5, e04567. https://doi.org/10.47172/sdgsreview.v5i.04567 DOI: https://doi.org/10.47172/2965-730X.SDGsReview.v5.n02.pe04567
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68 DOI: https://doi.org/10.1037//0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. DOI: https://doi.org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
Sailer, M., Hense, J. U., Mayr, S. K., & 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. https://doi.org/10.1016/j.chb.2016.12.033 DOI: https://doi.org/10.1016/j.chb.2016.12.033
Sammallahti, E., Finell, J., Jonsson, B., Holm, M. E., & Korhonen, J. (2023). A meta-analysis of math anxiety interventions. Journal of Numerical Cognition, 9(2), 346-362. https://doi.org/10.5964/jnc.8401 DOI: https://doi.org/10.5964/jnc.8401
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006 DOI: https://doi.org/10.1016/j.ijhcs.2014.09.006
Wang, C., Xu, Q., & Fei, W. (2024). The effect of student-perceived teacher support on math anxiety: Chain mediation of teacher–student relationship and math self-efficacy. Frontiers in Psychology, 15, 1333012. https://doi.org/10.3389/fpsyg.2024.1333012 DOI: https://doi.org/10.3389/fpsyg.2024.1333012
Wang, Y., Wang, Z., Zhang, D., & Deci, E. L. (2024). Effectiveness of self-determination theory-based interventions on student motivation: A meta-analysis. Learning and Motivation, 87, 102015. https://doi.org/10.1016/j.lmot.2024.102015 DOI: https://doi.org/10.1016/j.lmot.2024.102015
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Wong, G. K. W., & Osman, K. (2018). Digital game-based learning for STEM education: A systematic review. Journal of Computers in Education, 5(3), 361-376. https://doi.org/10.1007/s40692-018-0113-0
Xu, L., Shi, H., Shen, M., Ni, Y., & Zhang, X. (2021). The effects of gamification on intrinsic motivation: A meta-analysis. Educational Research Review, 34, 100410. https://doi.org/10.1016/j.edurev.2021.100410 DOI: https://doi.org/10.1016/j.edurev.2021.100410
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729 DOI: https://doi.org/10.1016/j.compedu.2019.103729
Zeng, J., Sun, D., Looi, C. K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students' academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. https://doi.org/10.1111/bjet.13471 DOI: https://doi.org/10.1111/bjet.13471
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Norma Lucia Criollo Suntasig, Víctor Alejandro Bósquez Bárcenes
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
