Vol 13, Issue 1, (2024) E-ISSN: 2226-6348

The Effectiveness of Gamification in Teaching

and Learning Mathematics: A Systematic
Literature Review
Noizzie Tah Jutin, Siti Mistima Binti Maat
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Corresponding Author Email: [email protected]

To Link this Article: http://dx.doi.org/10.6007/IJARPED/v13-i1/20703 DOI:10.6007/IJARPED/v13-i1/20703

Published Online: 09 February 2024

Abstract
Gamification in teaching and learning mathematics is a current trend. This approach not only
creates a fun learning environment, but also shows positive feedback from students. This
systematic literature review examines the effectiveness of gamification integration in
teaching and learning mathematics. Two major databases, Scopus and World of Science
(WoS), were searched for articles published from 2018 to 2023. The searched data were
analysed using the Preferred Reporting Items for Systematic reviews and Meta-Analyses
(PRISMA) method, resulting in 22 articles that met the criteria. Before the review was
conducted, criteria were set to facilitate the literature review process. The findings
improvement and rating gamification in teaching and learning mathematics is effective in
terms of engagement, motivation, learning personality, retention, performance, social skill
development, cognitive skill improvement, and reducing mathematics anxiety. The results of
the analysis of this study are expected to help researchers and educators in implementing
appropriate gamification applications aligned with the objectives of the research and
mathematics learning.
Keywords: Gamification, Application, Effectiveness Aspects, Mathematics, Systematic
Literature.

Introduction
There are various perceptions among students regarding mathematics. Some view it as a
challenging and beneficial subject, while others find it boring and difficult. Students' personal
experiences and self-beliefs, as well as the teaching methods employed by teachers, are some
of the factors that can influence students' perception of mathematics. In mathematics
education, the approach used by teachers can significantly impact students' responses during
learning sessions. Active learning can be fostered if teachers employ innovative and different
approaches to mathematics instruction, departing from conventional methods (Taranto et al.,
2021). This statement is supported by Qomario et al (2020), who stated that innovative
teaching approaches can enhance students' motivation and academic achievements.
The current development of technology enables teachers to be more innovative in designing
engaging learning methods that captivate students' interest. Gamification of learning is one

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strategy that can be used to make mathematics education more appealing and encourage
student involvement. Research conducted by Oliveira et al (2020) has shown that gamification
in education can make teaching activities more interesting, enhance motivation, and increase
student engagement and attention.
Gamification is the process of integrating components of game design into situations that are
not games, like education (Dustman et al., 2021). Based on past studies, it has been shown
that games are widely liked and enjoyed, indirectly making them a popular choice among
students. The integration of gamification in mathematics education has gained attention as a
potentially effective tool to enhance the effectiveness of learning. As a result, gamification of
mathematics has become an approach to transform conventional learning into digital games
that can be accessed regardless of time and place. This approach aims to improve students'
learning experiences, making it more engaging and interactive.
The teacher has limited time to help students maintain their mathematical skills. In this case,
the teacher can use an alternative approach, such as gamification. According to Krause et al
(2015), gamification can improve students' knowledge retention by 25%, and the addition of
game elements can increase this to 50%. By integrating game elements into the learning
process Jung et al (2021), gamification can motivate students, relax their minds, and reinforce
their habits. The main advantage of integrating gamification into mathematics education is
that it instils curiosity among students. This, in turn leads to a greater interest in mathematics
and encourages students to be active learners. Additionally, gamification promotes social
development Dash et al (2022) as students engage in collaborative and competitive games.
Moreover, gamification provides a way to achieve educational objectives by presenting
mathematical concepts interactively and in an enjoyable way.
Combining elements of games such as challenges, stages, and rewards into mathematics
education can motivate students to improve their math skills. The potential for gamification
in mathematics education may enhance students' problem-solving skills (Abu-Hammad and
Hamtini, 2023). Games also require players to think critically, devise strategies, and apply
mathematical concepts to progress or succeed. Gamification is believed to assist students in
becoming more proficient in solving mathematical problems and actively engaging in
gameplay (Marín-Díaz et al., 2020). Moreover, gamification also helps to improve students'
cognitive skills; through gamification, students are required to think logically, make decisions,
and analyse information to advance in the game (An, 2021). As a result, they develop critical
thinking skills and become better problem solvers.
Therefore, the integration of gamification in teaching and learning mathematics can address
the diversity of students' learning styles. By providing interactive and visually appealing
games, gamification caters to the needs of visual, auditory, and kinaesthetic’ learners (Lopez-
Belmonte et al., 2020). Additionally, gamification in mathematics education can help reduce
mathematics anxiety among students (Marín-Díaz et al., 2020). According to Mehmet and
Hulya (2021), mathematics anxiety can hinder students' learning and performance in
mathematics: by combining game elements and creating a more relaxed and enjoyable
learning environment, gamification can help alleviate math anxiety.

Research Questions
The purpose of this systematic literature review is to examine the effectiveness of integrating
gamification into mathematics education. The research questions in this systematic literature
review are as follows
1. What gamification applications are used in teaching and learning mathematics?

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2. What are the aspects of the effectiveness of gamification in teaching and learning
mathematics?

Methodology
Eligibility Criteria
In this systematic literature review, the research criteria included published in the form of
scientific journal articles. According to Cals and Kotz (2013), the latest reference, can assist in
ensuring that the conducted studies are relevant and up-to-date, enhancing their credibility
and impact. Therefore, the researcher chooses articles published between the years 2018 and
2023. Additionally, the selected articles must be published in the English language.
Furthermore, the researcher assessed and identified articles that align with the objectives
and research questions by evaluating their titles, abstracts, keywords, and overall content.
Through this process, only 22 articles out of 66 were selected for the implementation of the
systematic literature review.

Data Sources and Retrieval

To ensure the relevance and reliability of the articles referenced in this systematic literature
review, the researcher utilised two well-known databases, namely Scopus and WoS (Web of
Science). According to Pranckutė (2021), these are suitable as data sources because they are
currently the most comprehensive and influential bibliographic databases. Additionally, to
obtain articles that are not openly accessible or unavailable, the researcher used the
ResearchGate website and sought assistance from the librarians at the Tun Sri Lanang Library.
The preferred search terms for this systematic literature review are integration, gamification,
and mathematics education, and pedagogy. The search for synonymous or related terms is
conducted to facilitate the search, and these terms were looked up on the Thesaurus.com
website. The search terms are in the English language. The four search techniques utilised
include Boolean Operators (AND, OR), phrase searching, and truncation. The initial search
results can be seen in Table 1.

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Table 1
Initial Search Results
Search terms Database Exemption Criteria Findings
TITLE-ABS-KEY ( ( integrat* OR ● Article
amalgamat* OR unif* OR ● Bidang
merge* ) AND ( Mathematics/Education
"gamification*" OR "game- SCOPUS Scientific Disciplines 207
based learning*" ) AND ( ● 2018-2023
math* OR "math* education" ● English
OR "math* pedagogy" ) )
● Article
● Bidang Education Educational
TS= ( integrat* OR amalgamat*
Research /Education Scientific
OR unif* OR merge* ) AND (
Disciplines/ Mathematics
"gamification*" OR "game-
WoS Interdisciplinary Applications 265
based learning*" ) AND (
/Mathematics /Mathematics
math* OR "math* education"
Applied
OR "math* pedagogy" )
● 2018-2023
● English

Study Selection
Screening
The diagram of the screening process can be seen in Figure 1. A systematic literature review
was conducted following the PRISMA guidelines, which help to ensure that the review is
accurate, comprehensive, and easy to read (Page et al., 2021). The screening process was
performed for all articles obtained from the Scopus and WoS databases. The studies in the
literature review should include articles that match the requirements. To ensure these are
suitable and relevant, they must have been published between 2018 and 2023 and in the
form of journal articles. The selected articles must be empirical studies in English to
standardise and facilitate the article analysis. The selected subject areas are Social Science,
Mathematics, Education Educational Research, Education Scientific Disciplines, Mathematics
Interdisciplinary Application, and Mathematics Applied. Next, the final screening process is
conducted by examining titles, abstracts, and keywords that align and correspond with the
objectives and research questions. A total 22 articles is included in this systematic literature
review as study samples.

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Articles excluded based on exclusion

criteria (n= 90)
Criteria:
• Journal articles
Identification

Articles identified from Scopus • Published in 2018-2023

and Web of Science (WoS) • English articles
database searches (n = 472)
• Related to the scope of the study
and research questions
• Fields of social science and
mathematics studies
Screening

Articles screened Duplicate articles removed

(n = 63) (n =24)

Excluded articles:
Articles evaluated for eligibility
• Not related to the effectiveness
Eligibility

(n =39)
of integrating gamification in
mathematics teaching and
learning (n= 16)

Potential articles included in Articles excluded based on quality

review (n =23) assessment rubric (n=1)
Included

Articles included in the studies

(n =22)

Figure 1 Diagram of the screening process using PRISMA (Page et al., 2021).

Evaluation
To evaluate the quality of each eligible article in the systematic literature review, a rubric
examining seven criteria (Objective and Purpose, Literature Review, Theoretical Framework,
Participants, Method, Results and Conclusion, and Significance) is used in the full-text
content, and each of the seven criteria is measured to determine if it meets the quality
reporting standards (Mullet, 2016), as shown in Table 2. Each of the seven sections is scored
on a 4-point scale, where 1 = does not meet standards, 2 = nearly meets standards, 3 = meets
standards, and 4 = exceeds standards. After this process, the researcher sums up the scores

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for all seven criteria, with the possible score range for each article being between 7 and 22.
Articles scoring equal to or less than 9 are excluded for not meeting the quality standard.
Following the assessment of each article, 16 were excluded, and 22 were retained.
The protocol involved the researcher reading all 22 articles and analysing them. The reliability
of the assessment on these articles was calculated using the Quality Assessment Rubric
(Mullet, 2016).

Table 2
Quality assessment rubric
1—does not
4—exceeds 3—meets 2—nearly meets
Criterion meet
standard standard standard
standard
Clearly articulated
I Objective problem,
Adequately Poorly
and objective, Incomplete.
articulated. articulated.
Purposes rationale, research
questions.
Critically examines
Minimally
state of the field.
Discusses what discusses what
Clearly situates the
has and has not has and has not Fails to
topic within the
been done. been done. discuss what
broader field.
Situates topic Vaguely has and has
Makes compelling
within the discusses not been
connections to
broader field. broader field. done. Topic
II Review of past work.
Makes Makes few not situated
literature Discusses and
connections to connections to within
resolves
past work. past work. Lacks broader
ambiguities in
Defines key synthesis across literature. No
definitions.
vocabulary. literature. connections
Synthesises and
Synthesises and Minimal to past work.
evaluates ideas;
evaluates ideas. evaluation of
offers new
ideas.
perspectives.
III Clearly articulated Implied or
Theoretical and described in Articulated; aligns described in
or detail. Frameworks with study vague terms, or Absent.
conceptual align with study purposes. fails to align with
frameworks purposes. purposes.
Detailed,
Detailed
contextual
description of Basic description
IV description of
population, of sample and Incomplete.
Participants population, sample
sample and procedures.
and sampling
procedures.
procedures.
Instruments and Instruments and Instruments
V Methods their their described. Incomplete.
administration administration Incomplete

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described in detail. described. evidence of

Evidence for Evidence for validity or
validity and validity or reliability.
reliability. reliability. Some Questionable
Documented best evidence of best research
research practices. research practices.
Potential bias practices.
considered. Potential bias
considered.
Detailed results.
Exceptional use of
Complete results. Basic results.
data displays.
Sufficient use of Insufficient use
Discussion clearly
data displays. of data displays.
connects findings
Discussion Discussion fails
VI Results to past work.
connects findings to connect
and Proposes future Incomplete.
to past work. findings to past
conclusions directions for
Conclusions work.
research.
address the Conclusions
Conclusions clearly
problems or summarise
address the
questions. findings.
problem or
questions.
Clearly and
Articulates
convincingly Articulates
scholarly or
articulates scholarly and
VII practical Not
scholarly and practical
Significance significance, but articulated.
practical significance of the
is neither clear
significance of the study.
nor convincing.
study.

Results
Table 3 shows the overall selected research based on the author's name, publication year,
article title, research approach, and gamification application. Out of 22 analysed articles, 17
articles implemented gamification in digital game applications, while only three articles
applied gamification in non-digital game settings. Additionally, two articles focused on the
analysis and perspectives of teachers regarding the integration of gamification in teaching
and learning mathematics. Each analysed article employed different game-based approaches,
some focusing on specific mathematical topics, while others did not elaborate on the games
used, instead concentrating on assessing the effectiveness of gamification integration.

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Table 3
Applied gamification games
Author(s) Research Gamification
No. Title
(year) methods Application
Digital game-based learning
Deng L. et in a Shanghai primary-school
1 Qualitative Wuzzit Trouble
al.(2020) mathematics class: A case
study
Hershkovitz, A., Online Activity and
Tabach, M., Achievements in Elementary
2 Quantitative Applet
and Cohen, A. School Mathematics: A
(2022) Large-Scale Exploration
Pedagogical change in
mathematics learning:
3 Hwa S.P. (2018) Quantitative DigiGEms
Harnessing the power of
digital game-based learning
Effects of flipped classrooms
integrated with MOOCs and
Hung C.-Y., Sun
game-based learning on the Capture the Flag-
4 J.C.-Y., and Liu Quantitative
learning motivation and style game
J.-Y. (2019)
outcomes of students from
different backgrounds
What increases learning
retention: employing the
Yang K.H., and POE-integrated
prediction-observation-
5 Chen H.H. Quantitative Digital Game-based
explanation learning
(2021) Learning
strategy in digital game-
based learning
Using the PCaRD digital
Model PCaRD:
game-based learning model
Denham, A.R. Ration Rumble and
6 of instruction in the middle Qualitative
(2019) DragonBoz Algebra
school mathematics
5+
classroom: A case study
Analysis of the use and
integration of the flipped
Hossein- learning model, project-
7 Mohand, H. et based learning, and Quantitative -
al. (2021) gamification methodologies
by secondary school
mathematics teachers
Design and evaluation of a
remote synchronous Multi-
Chen, M.F. et gamified mathematics Representational
8 Mixed
al. (2023) teaching activity that Scaffolding:
integrates multi- Google Jamboard
representational scaffolding

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and a mind tool for gamified

learning

Supporting primary Tablet-Based

Zhang, L. et al. students' learning of fraction Fraction Games:
9 Quantitative
(2020) conceptual knowledge Motion Math and
through digital games Slice Fractions
Denham, A.R. Using a digital game as an
10 Quantitative Algebra DragonBox
(2018) advance organizer
Mathematical problem
solving and learning in an
11 Ke, F. (2019) Mixed E-Rebuild
architecture-themed
epistemic game
Game-Based Learning Kit
Method in Isometric
Nasir, S. M. M
12 Transformations: Usability Quantitative KitTI Method
et al.(2023)
and Effects on Students’
Achievement and Motivation
Assessing the impact of
digital games-based learning
Jarrah, A.M. et on students’ performance in
13 Quantitative ABACUS
al. (2022) learning fractions using
(ABACUS) software
application
Hamden The Effects of Non-Digital
Board, Card and
Hamid, S., Game-Based Learning and
Dice Game Called
14 Zulkiply, N., & Cognitive Level of Questions Quantitative
Transformation
Mohamad, F. S. on Isometric
Checkers (TC)
(2022) Transformations
Enhancing math-class
experience throughout
Bouzid, T. et al.
15 digital game-based learning, Mixed Edutainment Games
(2021)
the case of Moroccan
elementary public schools
Rock, Paper, and
A gamification technique
Scissors; Game of
Lanuza, M.H. et through the method of a
16 Qualitative Chances and
al. (2020) lesson study in teaching
Probability Themed
probability
Park.
Integrative gamification
Lanuza, M.H. technique in teaching Non-Virtual Filipino
17 Quantitative
(2020) specialization courses in Modified Games
mathematics
Hernandez- Integration of gamification
Nieto, C., and elements in the generation
18 Qualitative The Fish Game
Martinez, P.S. of visual representation of a
(2019) mathematical function using
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digital technology: A case

study

Examining competitive,
Jagust, T.,
collaborative and adaptive
19 Boticki, I., and Quantitative The Math Widget
gamification in young
So, H.J. (2018)
learners' math learning
Mathematics Teachers'
Mahmud, M.
Perceptions on the
20 S., & Law, M. L. Quantitative Quizizz
Implementation of the
(2022)
Quizizz Application
Class of Oz: role-play
Chen, P.-Z.,
gamification integrated into
Chang, T.-C.,
21 classroom management Mixed Class of Oz
and Wu, C.-L.
motivates elementary
(2022)
students to learn
Opinions of pre-service
Kesicioğlu, O.S.
22 pre-school teachers on the Qualitative -
(2021)
use of mathematics activities
Table 4 shows the overall selected study based on the author's name, year of publication,
article title, and aspects (A: Involvement, B: Motivation, C: Learning Retention, D:
Performance, E: Learning Personality, F: Social Skills, G: Cognitive Skills, and H: Reducing Math
Anxiety).

Table 4
Aspects of Gamification Effectiveness
Author(s) Aspects
No. Title
(year) A B C D E F G H
Digital game-based learning in a Shanghai
1 Deng L. et al.(2020) primary-school mathematics class: A case / / / / / /
study
Hershkovitz, A., Online Activity and Achievements in
2 Tabach, M., and Elementary School Mathematics: A Large- /
Cohen, A. (2022) Scale Exploration
Pedagogical change in mathematics
3 Hwa S.P. (2018) learning: Harnessing the power of digital / /
game-based learning
Effects of flipped classrooms integrated
Hung C.-Y., Sun
with MOOCs and game-based learning on
4 J.C.-Y., and Liu J.-Y. / / /
the learning motivation and outcomes of
(2019)
students from different backgrounds
What increases learning retention:
Yang K.H., and employing the prediction-observation-
5 / / / / / /
Chen H.H. (2021) explanation learning strategy in digital
game-based learning

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Using the PCaRD digital game-based

Denham, A.R. learning model of instruction in the middle
6 / / / /
(2019) school mathematics classroom: A case
study
Analysis of the use and integration of the
Hossein-Mohand, flipped learning model, project-based
7 / / / / /
H. et al. (2021) learning, and gamification methodologies
by secondary school mathematics teachers
Design and evaluation of a remote
synchronous gamified mathematics
Chen, M.F. et al.
8 teaching activity that integrates multi- / / / / / / / /
(2023)
representational scaffolding and a mind
tool for gamified learning
Supporting primary students' learning of
Zhang, L. et al.
9 fraction conceptual knowledge through / / / /
(2020)
digital games
Denham, A.R. Using a digital game as an advance
10 /
(2018) organizer
Mathematical problem solving and
11 Ke, F. (2019) learning in an architecture-themed / / /
epistemic game
Game-Based Learning Kit Method in
Nasir, S. M. M et Isometric Transformations: Usability and
12 / / /
al.(2023) Effects on Students’ Achievement and
Motivation
Assessing the impact of digital games-
Jarrah, A.M. et al. based learning on students’ performance in
13 / / / / /
(2022) learning fractions using (ABACUS) software
application
Hamden Hamid, S.,
The Effects of Non-Digital Game-Based
Zulkiply, N., &
14 Learning and Cognitive Level of Questions / / / / / / /
Mohamad, F. S.
on Isometric Transformations
(2022)
Enhancing math-class experience
Bouzid, T. et al. throughout digital game-based learning,
15 / / / / / / / /
(2021) the case of Moroccan elementary public
schools
A gamification technique through the
Lanuza, M.H. et al.
16 method of a lesson study in teaching / / / / /
(2020)
probability
Integrative gamification technique in
Lanuza, M.H.
17 teaching specialization courses in / / / / / / / /
(2020)
mathematics
Integration of gamification elements in the
Hernandez-Nieto,
generation of visual representation of a
18 C., and Martinez, / / / / / / /
mathematical function using digital
P.S. (2019)
technology: A case study

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Jagust, T., Boticki, Examining competitive, collaborative and

19 I., and So, H.J. adaptive gamification in young learners' / / / / / /
(2018) math learning
Mahmud, M. S., & Mathematics Teachers' Perceptions on the
20 / /
Law, M. L. (2022) Implementation of the Quizizz Application
Chen, P.-Z., Chang, Class of Oz: role-play gamification
21 T.-C., and Wu, C.-L. integrated into classroom management / /
(2022) motivates elementary students to learn
Kesicioğlu, O.S. Opinions of pre-service pre-school teachers
22 / / /
(2021) on the use of mathematics activities

Findings
What gamification applications are used in teaching and learning mathematics?
From the literature review conducted, 17 out of 22 analysed articles focused on gamification
and digital games applied in Mathematics Education. The following are the gamification
applications used: Wuzzit Trouble (Deng et al. 2020), Applet (Hershkovitz, Tabach, and Cohen,
2022), DigiGEms (Hwa, 2018), Capture the Flag-style game (Hung, Sun, and Liu, 2019), POE-
integrated digital game-based learning (Yang and Chen, 2021), Model PCaRD: Ration Rumble
and DragonBoz Algebra 5+ (Denham, 2019), Multi-Representational Scaffolding: Google
Jamboard (Chen et al. 2023), Tablet-based fraction games (Motion Math and Slice Fractions)
Zhang et al (2020), Algebra DragonBox Denham (2018), E-Rebuild Ke (2019), KitTI Method
Nasir et al (2023), ABACUS Jarrah et al (2022), Edutainment games Bouzid et al (2021), The
Fish Game Hernandez-Nieto and Martinez (2019), The Math Widget Jagust et al (2018),
Quizizz Mahmud and Law (2022), and Class of Oz (Chen et al., 2022). Digital games are proven
to be effective teaching tools in teaching and learning mathematics. Not only do they enhance
aspects of fun and excitement in learning, but they also increase student motivation and
improve conceptual understanding. As a result, students will enjoy classroom activities more
and, at the same time, improve their mathematical problem-solving skills.
Three out of the 22 involved articles are about gamification and non-digital games, specifically
a board, card, and dice game called Transformation Checkers (TC) Hamid et al (2022), Rock,
Paper, and Scissors, a game of chance, and Probability Themed Park Lanuza et al (2020), and
Non-Virtual Filipino Modified Games (Lanuza, 2020). Non-digital games play a significant role
in mathematics education. They help improve concentration, foster collaboration, bring
abstract concepts to life, and provide recovery from learning. The use of non-digital games in
mathematics classrooms not only enhances students' understanding but also helps them
develop social skills and creativity.
Other than that, two articles focused more on teachers' perspectives on the use of
gamification in teaching and learning mathematics. In mathematics, the application of
gamified digital games is seen as a potential teaching tool that can motivate, capture students'
attention, and reinforce their understanding. Meanwhile, the implementation of non-digital
gamified applications should be considered an effective learning strategy for delivering
enjoyable and meaningful mathematical concepts to students.

What are the aspects of the effectiveness of gamification in teaching and learning
mathematics?
Games and gamification can provide unique perspectives on students' learning. Some
students demonstrate excellent performance when competing, while others prefer to

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improve their scores from the previous day. Additionally, they have different learning
approaches when solving problems. Through direct and indirect observation of students
playing math games, we can understand and comprehend their behaviours and thought
processes, how they go about the processes, and their strengths and struggles during
gameplay.
Gamification is an effective approach to enhancing student engagement in learning
mathematics. The application of gamification in mathematics can improve the learning
experience and support students in staying engaged, motivated, and confident in their skills
(Chen et al., 2023; Bouzid et al., 2021; Deng et al., 2020; Denham, 2019; Lanuza, 2020; Yang
and Chen, 2021). If students previously felt bored and hesitant to participate in mathematics
learning activities, incorporating gaming elements such as leader boards, points, badges, or
skill levels that can be improved will challenge them and actively involve them in
mathematical activities.
The use of gaming elements in mathematics education can enhance students' motivation.
Students' intrinsic motivation and self-confidence in their capacity to learn and excel in
mathematics can both be increased by gamification aspects. (Deng et al. 2020). Based on
conducted studies, it has been found that gamification can increase students' learning
motivation, especially for those with low to moderate self-confidence levels in mathematics.
Furthermore, motivating tasks, challenges, competitions, rewards and performance
improvements can increase students' motivation to learn mathematics (Bouzid et al., 2021;
Jagust et al., 2018; Jarrah et al., 2022; Lanuza, 2020; Lanuza et al., 2020; Nasir et al., 2023;
Yang and Chen, 2021).
By allowing students to select their own challenges and rewards, gamification also helps to
personalise maths learning by progressing at their own pace and receiving immediate
feedback (Bouzid et al., 2021; Hamid et al., 2022; Hernandez-Nieto and Martinez, 2019; Jarrah
et al., 2022; Lanuza, 2020). This, in turn, can help meet the individual needs of each student
and ensure they stay motivated.
Furthermore, gamification can also help enhance learning retention in mathematics by
providing opportunities for students to practise and apply their existing knowledge in a fun
and engaging manner. According to a study conducted by Bouzid et al (2021), gamification
can improve learning retention by offering students chances for repetition and practise while
engaging in game activities. Additionally, gamification can assist students in developing a
deeper understanding of mathematical concepts. Through practical experience and frequent
repetition, students can visualise abstract mathematical concepts and reinforce their
understanding of them.
Gamification can improve students' math performance by offering useful teaching tools and
making the learning process more interesting and engaging, especially for those who struggle
with math (Denham, 2019; Jarrah et al., 2022). Students also have the opportunity to compete
with themselves or their peers in a healthy and positive manner. They will be more focused
on their goals and remain motivated when facing challenging activities. However, it is crucial
to establish and design the implementation of gamification in mathematics education to
make it effective. If gamification is solely implemented for students' amusement, the learning
objectives will not be achieved.
In addition, the implementation of gamification through digital game-based learning can
enhance interaction, communication, and collaboration among students. It also promotes the
growth of social skills in math learning by giving students chances to cooperate, communicate,
and participate in constructive gaming competitions (Bouzid et al., 2021; Chen et al., 2023;

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Deng et al., 2020; Hamid et al., 2022; Hernandez-Nieto and Martinez, 2019; Jagust et al., 2018;
Lanuza, 2020; Lanuza et al., 2020). Through competitive elements in gamification, students
can collaborate in teams and foster healthy competition. Cooperation can stimulate
discussions among students to solve mathematical problems together, while positive
competition can encourage students to strive and improve their own achievements. These
skills are crucial to hone not only in learning mathematics but also in other fields.
Furthermore, students' cognitive skills can be enhanced through gamification activities
involving problem-solving, critical thinking, and decision-making Bouzid et al (2021); Hamden
Hamid et al (2022); Yang and Chen (2021); and spatial ability (Chen et al., 2023; Ke 2019).
Students have the opportunity to practise and improve their cognitive skills in a less stressful
environment. Through gamification, students are capable of analysing and evaluating
information, making logical connections, and drawing conclusions. Gamification can help
students build confidence and reduce their anxiety about mathematics, thereby enabling
them to develop cognitive skills more effectively and become more proficient in mathematics.
Mathematics anxiety is not uncommon among students. In a study by Chen et al (2023), the
use of gamification mechanisms was found to reduce students' anxiety during activities. As
such, gamification approaches can serve as a tool in learning to alleviate mathematics anxiety
by providing an enjoyable learning experience with less pressure (Lanuza, 2020). A
comfortable learning environment enables students to focus better on solving mathematical
problems with less stress.
However, it should be noted that the implementation of gamification in teaching and learning
mathematics may vary depending on the implementation and learning objectives. Factors
such as game design, proper integration with the learning material, and the selection of
suitable game elements will influence the effectiveness of gamification in achieving the
desired learning outcomes.

Discussion
Gamification applications used in teaching and learning mathematics
Analysis of 22 literature reviews indicates that the application of game elements in
gamification of mathematics education can have a positive impact on students. The use of
games, whether digital or non-digital, in teaching and learning mathematics can enhance
students' understanding of math and their desire to learn. Game elements bring students
closer to real-world situations, making it easier for them to grasp concepts and see the
connections. This study finds that gamification in teaching and learning mathematics receives
positive recognition and support. This suggests that a game-centered learning approach can
be an effective method for improving students' understanding and performance in
mathematics (Peng et al., 2020).
Integrating gamification into teaching and learning mathematics can be an innovative
approach to enhancing student engagement and motivation in mathematics (Yiğ and Sezgin,
2021). This approach allows students to actively participate and interact with mathematical
concepts, transforming passive learning experiences (Ratnasari et al., 2021). Gamification
makes mathematics more easily understandable as it provides a positive learning experience
and a fun environment for students. Students can learn mathematics better through gamified
activities and strategies. For example, a gamification-based approach like Quizizz has been
introduced to increase students' interest in solving percentage-related problems (Setiyani et
al. 2020). Through this approach, students who are passive during conventional teaching and
learning mathematics can become more active and motivated to participate. Gamification

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can also help students tackle various mathematical problems, which is particularly crucial in
mathematics subjects, especially for those struggling with complex mathematical concepts
and formulas.
The gamification approach provides students with opportunities to learn and apply
mathematical skills in a fun and interactive way through games (Attard and Holmes, 2020).
Gamification can stimulate problem-solving skills and critical thinking in students when they
face challenges and puzzles in mathematical games. It allows students to apply mathematical
concepts practically and contextually, bridging the gap between mathematical theory and the
real world (Abidin et al., 2019). Besides its impact on students, gamification also benefits
teachers by providing them with teaching tools to enhance student engagement and
encourage active learning. Teachers can use gamified platforms to make learning interactive
with quizzes and activities that capture students' attention and foster their involvement.
These platforms can also provide teachers with information to monitor students' progress,
allowing them to identify weaknesses and devise appropriate strategies based on students'
learning styles.

The aspects of the effectiveness of gamification in teaching and learning mathematics

The analysis of this literature review indicates that the key aspects of gamification's
effectiveness in teaching and learning mathematics are increased engagement, motivation,
and achievement. By incorporating game elements and challenges, gamification makes the
learning environment more enjoyable and less stressful. It also helps improve students'
cognitive skills in solving mathematical problems and reduces math anxiety. Additionally,
opportunities for collaboration with peers and receiving immediate feedback enhance the
social interaction and social skills of students. These findings suggest that the implementation
of gamification in mathematics education can be an effective teaching aid to enhance student
learning, motivation and achievement.
The impact of integrating gamification into mathematics teaching and learning has been
widely recognised. By enhancing students' motivation and engagement in mathematics,
gamification can improve their academic achievement. Additionally, gamification has been
found to enhance students' self-directed learning and mathematical skills (Rincon-Flores et
al. 2018). This not only increases motivation and engagement but also allows for different
personalised learning experiences. Furthermore, gamification also assists students in
developing crucial abilities like problem-solving, critical thinking and decision-making.
Moreover, incorporating gamification into mathematics instruction helps students
understand the relevance and importance of mathematical concepts in real-life situations.
This contextualisation of mathematics assists students in comprehending the goals and
practical applications of mathematical skills, making their learning more meaningful (Sayekti
et al., 2022).
Furthermore, the integration of gamification in teaching and learning mathematics aligns with
the shift towards student-centred learning. It provides students with opportunities for self-
directed learning, as gamification is a flexible and adaptable approach (Abidin et al., 2019).
This can encourage a more student-centred approach that fosters collaboration and
cooperation among students. Additionally, an effective implementation of this integration
can foster the growth of critical 21st-century competencies including digital literacy and
problem-solving. Students can enhance their mathematical abilities by developing digital skills
and becoming comfortable with using various software and technological resources. In

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conclusion, integrating gamification into the teaching and learning mathematics can be highly
effective in enhancing the overall educational experience.

Conclusion
Systematic literature reviews on the effectiveness of gamification in teaching and learning
mathematics emphasize the significant impact on innovative approaches such as gamification
in enhancing student engagement, motivation, and academic achievement. By providing a
stimulating and engaging learning environment through game-based activities, gamification
helps students in mathematics to understand key concepts, apply newly acquired skills, and
make connections between theory and real-world applications. This approach also benefits
teachers by providing tools for interactive teaching and monitoring student progress,
enabling them to identify areas where students may need additional support. Gamification
has the potential to be a valuable tool in enhancing the overall educational experience in
mathematics by making learning more enjoyable, relevant, and effective.
Gamification in education aims to make a subject enjoyable. Educators can use this systematic
review as a guide to utilise gamified applications that align with the learning objectives,
thereby helping to improve math achievement. Understanding the effectiveness of different
gamification elements can help teacher tailor their approaches to meet the diverse learning
needs of students. Since these 22 findings were discovered across various studies covering
different math topics, they can also contribute to future professional development and
teacher initiatives aimed at enhancing teaching efficacy through the use of gamification in
math. Teachers need training and professional development opportunities to effectively
integrate gamification elements into their teaching practices. By equipping teachers with the
necessary knowledge and skills, they can create engaging learning experiences that enhance
student engagement and motivation in mathematics. If gamification in math education is
effectively implemented, learning outcomes can meet the objectives of math education, and
students will become more interested in learning mathematics.
The study results indicate that gamification should be implemented in the teaching and
learning of mathematics at various educational levels. Teachers can search for and create
suitable games aligned with the existing mathematics curriculum to enhance interaction and
make mathematics teaching and learning more engaging. Although gamification offers
numerous benefits in mathematics education, there are factors that need attention. If too
many games are used, they may distract from the actual learning objectives (Caserman et al.,
2020). Therefore, teachers need to use games wisely and ensure that learning objectives
remain the primary focus. Overall, this systematic literature review provides a strong
foundation for the use of gamification in mathematics teaching and learning activities.
Teachers can make mathematics learning more enjoyable, interactive and effective by using
appropriate gamification applications.

Acknowledgements
The authors would like to thank the Faculty of Education, Universiti Kebangsaan Malaysia for
their funding of GG-2023-005 and GG-2022-021.

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