The effect of gamification on young mathematics learners’ achievements and attitudes

Karamert, Önder; Vardar, Aslıhan Kuyumcu

doi:10.31681/jetol.904704

Cited by 19 publications

(12 citation statements)

References 46 publications

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“…The students linked their being highly engaged to their being highly motivated. The positive influence of motivation on participation and achievement has also been stated in the studies of Linnenbrink and Pintrich (2003), Saeed and Zyngier (2012) and Karamert & Vardar (2021).…”

Section: Conclusion and Suggestionsmentioning

confidence: 57%

“…When the studies on this subject in recent years are searched, some of the studies examine: the effect of gamified platforms for formative evaluation such as Kahoot (Yürük, 2019;Sanchez, Langer, Kaur, 2020;Zainuddin, Shujahat, Haruna & Chu, 2020;Göksün & Gürsoy, 2019;Öden, Bolat & Göksu, 2021), the effect of the use of gamification interfaces of LMS systems such as Classsdojo (Bozkurtlar & Samur, 2017), the effect of scoring in gamification on success (Attali & Arieli-Attali, 2015), meta-analysis studies in which gamification studies conducted in recent years (Yiğ & Sezgin, 2021;Tay, Goh, Safiena & Bound, 2022;Zang & Yu, 2022). In these and other studies, it was observed that there were studies on different variables ((reading performance (Chen, Li & Chen, 2020), motivation (Roy & Zaman, 2018;Hanus & Fox, 2015;Mert & Samur, 2018;Yildiz, Topçu, Kaymakçı, 2021), engagement (Zainuddin, Shujahat, Haruna & Chu, 2020), academic achievement (Attali & Arieli-Attali, 2015;Hanus & Fox, 2015;Karamert & Vardar, 2021), effects of badges and redeemable rewards (Ortega-Arranz, et. all., 2019;Mert & Samur, 2018)).…”

Section: Literaturementioning

confidence: 92%

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An examination of opinions of teacher candidates on a course enriched through gamification

Fidan¹,

Şengel

2022

Journal of Educational Technology and Online Learning

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Gamification in education is the use of game-based mechanisms, game aesthetics and game thinking to ensure student motivation and engagement, superior learning, and a behavioral change. This study was conducted to investigate the nature of the students’ opinions on gamification and on activities that were carried out to create a rich instructional environment through gamification with Scratch. This study was conducted as a qualitative case study. The sample consisted of 37 students (12 females and 25 males) who took the course during the spring semester. Data were collected from the students by using observation and interview forms. Findings of a content analysis showed that gamification significantly influenced the students’ motivation, participation and achievement. It created an enjoyable educational environment, and consequently, enriched academic achievement. Gamification can be used to transform educational contexts, especially the subjects that are problematic, difficult, and boring for students and avoided by students for due responsibility.

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Section: Conclusion and Suggestionsmentioning

confidence: 57%

Section: Literaturementioning

confidence: 92%

An examination of opinions of teacher candidates on a course enriched through gamification

Fidan¹,

Şengel

2022

Journal of Educational Technology and Online Learning

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“…As a whole, one of the findings of this research found that gamification can increase motivation, involvement in learning and students' academic achievements in various levels of learning even though three research papers (Cakiroglu & Guler, 2021;Karamert & Vardar, 2020;Reyssier et al, 2022) proven that gamification does not affect students' learning attitude (Karamert & Vardar, 2020) and high achievers (Cakiroglu & Guler, 2021). The balance of the formation of gamification tools includes various segments (mechanical, dynamic and aesthetic) can be said to be helpful for students to become motivated and able to engage themselves in learning, thus supporting the SDT theory emphasised in this systematic literature.…”

Section: Discussion Of the Fourth Objectivementioning

confidence: 72%

Gamification Trend in Students’ Mathematics Learning Through Systematic Literature Review

Yan¹,

Matore²

2023

IJARPED

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The gamification approach has the potential to improve learning performance and motivate students to study mathematics. Unfortunately, there is not much further discussion regarding gamification in a systematic mathematical context. This study is aimed at identifying the frequency of gamification studies in math education based on current year trends; the tendency of the country to apply gamification studies; identifying groups of respondents according to the level of study; and identifying the impact of gamification approaches on students' learning in terms of affective, cognitive, and psychomotor. A total of 21 empirical studies were selected from the systematic literature based on the Preferred Reporting Items for the Systematic Reviews and Meta-Analyses (PRISMA) model. This model involves four phases, namely identification, filtering, qualification (eligibility), and entry (included), using key databases such as Web of Science, Scopus, and ERIC. The findings show that gamification studies in math education set the most records in 2021. The trend of national analysis reports that the study of gamification in mathematics education is most studied in the country of Spain. Moreover, the most dominant sample of this research involves elementary school students. This study also reported the impact of gamification focused on both affective and cognitive aspects. The findings of the study have the potential to better measure the impact of gamification from other aspects and are given reference to the Ministry of Education (MOE), schools and teachers, especially in the mathematical context. These findings can be expanded by focusing on the impact of gamification in terms of psychomotor domains as well as diversifying different groups of respondents.

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“…The students who participated in the research stated that they considered gamification practices as fun, developing a positive attitude towards the process, supporting participation in the lesson, increasing their desire to be successful, and increasing their curiosity about learning. As a matter of fact, gamification apps create a fun learning environment (Ak, 2022;Candan, 2022;Çağlar & Arkun-Kocadere, 2015;China, 2022;Dicheva et al, 2015;Ertan, 2020;Inesi, 2022;Tunga, 2016); increase participation in English lessons (Abi, 2021;Tan et al, 2018); and other lessons (Candan, 2022;Ertan, 2020;Fidan, 2016;Fotaris et al, 2016;Hamari, 2014;Hong & Masood, 2014;Inesi, 2022;Juárez & Carballo, 2016;Kırcı & Kahraman, 2019;Pesare et al, 2016;Yellow & Altun, 2016;Karamert, 2019;Candan, 2022;Karamert, 2019; In this research, students stated that gamification applications also have behavioral contributions, such as enabling tasks to be performed and increasing the ability to use technology. In fact, gamification applications have many cognitive, affective, and behavioral benefits as they provide active learning and are found to be fun and interesting by students (Ertan, 2020;Fidan, 2016).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Impact of Gamification Applications on Students’ Attitudes towards Lesson and Procrastination Behaviors

Tatlı,

Gülay,

Mert

2023

Int. J. of Cont. Edu. Res.

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The aim of this study is to evaluate the effectiveness of foreign language teaching with gamification applications at primary school. In this research, embedded design, which is one of the mixed methods in which quantitative and qualitative methods are used together, has been adopted. The study group of this research is comprised of 33 students from 4th grade at a primary school. Research data were collected through attitude scale for English lesson in primary school, homework, follow-up chart and semi-structured interview. The data of the scale were subjected to inferential statistics, the data of the chart was subjected to descriptive statistics and the data of the interview was subjected to content analysis. According to the findings of the study, the gamification applications significantly increase the attitude of primary school students and have a positive effect on procrastination behaviors. In addition, primary school students have positive evaluations about these applications as making the learning process fun, increasing their curiosity to learn, the participation in the lesson and the desire to be successful. In line with these results of the research, it is recommended to use gamification applications in education for effective teaching.

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The effect of gamification on young mathematics learners’ achievements and attitudes

Cited by 19 publications

References 46 publications

An examination of opinions of teacher candidates on a course enriched through gamification

An examination of opinions of teacher candidates on a course enriched through gamification

Gamification Trend in Students’ Mathematics Learning Through Systematic Literature Review

Impact of Gamification Applications on Students’ Attitudes towards Lesson and Procrastination Behaviors

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