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Using Gamified Learning Strategies to Enhance Problem-Solving

Performance in Mathematics

Darife S. Bahoy

, Ranelene May N. Binarao

A Research Presented to the College of Education Misamis University Ozamiz City In Partial

Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education Major in Mathematics

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100275

Received: 10 November 2025; Accepted: 20 November 2025; Published: 06 December 2025

ABSTRACT

In an age where student motivation in mathematics continues to decline, gamified learning emerges as a

dynamic strategy to turn struggling learners into engaged problem-solvers. This study determined the

effectiveness of gamified learning strategies in improving the mathematical problem-solving performance and

engagement of first-year students who enrolled in mathematics-related subjects in the College of Education in

one of the private institutions in Ozamiz City, Philippines, during the School Year 2024–2025. A one-group

pretest-posttest design was used, involving 28 students who participated in eight instructional sessions using

gamified elements such as points, leaderboards, and interactive tasks. Data were gathered using a researcher-

made Gamified Problem-Solving Performance Test and a Student Engagement and Motivation Questionnaire.

Findings revealed that students initially demonstrated very poor performance and low levels of engagement

and motivation. After the intervention, significant improvements were observed in both problem-solving skills

and learner engagement. Statistical analysis showed a significant difference between pretest and posttest

results in terms of mathematical performance as well as engagement and motivation. These results affirm that

gamified learning is an effective instructional strategy for enhancing students’ academic outcomes and

motivational levels in mathematics. Integrating such strategies into classroom instruction is therefore

recommended to foster more active, enjoyable, and effective learning experiences.

Keywords: gamified learning, mathematics education, problem-solving, student engagement, motivation,

instructional strategy, first-year education students

INTRODUCTION

Mathematics is not just a subject but a fundamental tool that shapes various aspects of daily life and numerous

fields of study. It plays a crucial role in the development of critical thinking, logical reasoning, and problem-

solving skills. However, many students struggle with engagement and motivation in mathematics, leading to

poor academic performance and weak problem-solving abilities (Maryana et al., 2024). One such approach is

gamified learning, which integrates game-like elements such as points, rewards, competition, and interactive

challenges into educational activities (Jun & Lucas, 2025). Gamification in mathematics education has shown

significant potential in enhancing students' engagement, motivation, and problem-solving abilities. Studies

have found that gamified learning platforms provide an immersive learning experience that encourages

students to participate more actively and develop mathematical proficiency (Corpuz-Sanchez & Pasia, 2024).

Gamification has been widely studied for its positive impact on student engagement, learning outcomes, and

problem-solving abilities (Maryana et al., 2024). A quasi-experimental study involving 200 middle school

students revealed that those who engaged with a gamified learning platform demonstrated significantly higher

engagement levels, improved academic performance, and a more positive attitude toward mathematics

compared to those who followed a traditional curriculum. These findings highlight the effectiveness of

gamification in creating a more interactive and motivating learning environment for mathematics education

(Maryana et al., 2024).

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Gamified learning platforms such as Kahoot and Quizizz have been shown to increase student motivation and

participation in mathematics classes (Rachmadi et al., 2025). The integration of leaderboards, point systems,

and interactive challenges has contributed to higher student motivation, which, in turn, leads to better problem-

solving performance (Rachmadi et al., 2025). A comparative study on Kahoot-assisted gamification versus

PowerPoint-based instruction found that students using Kahoot demonstrated greater retention of mathematical

concepts and improved learning outcomes. These studies suggest that game-based learning environments not

only increase student engagement but also strengthen their ability to apply mathematical concepts in problem-

solving tasks (Jurani & Nuh, 2025).

Furthermore, research has demonstrated that gamified learning can foster collaboration, improve self-efficacy,

and enhance digital literacy among students (Situmorang et al., 2025). The use of digital gamification tools,

such as Quizizz-assisted case and team-based projects, has been found to improve students' ability to identify

problems, process information, and formulate problem-solving plans. A study conducted on fifth-semester

economic education students revealed that 100% of participants successfully identified problems, 83.33%

mastered information transformation, and 50% developed problem-solving plans, highlighting the role of

gamification in promoting higher-order thinking skills (HOTS) (Situmorang et al., 2025). Similarly,

gamification strategies that align with the principles of constructivist learning theories have shown a positive

impact on students' ability to analyze and apply mathematical concepts, reinforcing the idea that interactive

and engaging learning environments contribute to academic success (Anggoro et al., 2025)

Gamification has also been found to enhance students' problem-solving skills by fostering critical thinking and

creativity (Boom-Cárcamo et al., 2024). Students in gamified learning environments developed stronger

analytical skills and demonstrated greater confidence in solving mathematical problems (Boom-Cárcamo et al.,

2024). Research on the Gamification of Mathematics Teaching Materials (GEMAS) revealed that students who

used gamified instructional resources exhibited significant improvements in higher-order thinking skills

(HOTS), particularly in analyzing and solving complex mathematical problems (Suryani et al., 2024).

Students' self-efficacy also influences the effectiveness of gamification in mathematics education. A study on

the interaction between gamification and self-efficacy found that students with high self-efficacy achieved

significantly better learning outcomes compared to those with low self-efficacy (Jurani & Nuh, 2025).

Similarly, research on AI-powered gamified learning systems showed that students who participated in

gamified AI-driven learning experienced lower math anxiety and exhibited a higher willingness to engage in

problem-solving activities (GA et al., 2025).

There appears to be an empirical gap in the prior research. There is a lack of rigorous research in the prior

literature on the direct impact of real-life and contextualized mathematics instruction on students’ appreciation

and application of mathematical concepts in everyday situations. Some of these unexplored aspects of

contextual learning, particularly its role in developing higher-order thinking skills (HOTS) and practical

problem-solving strategies, are important and worthy of investigation in the context of secondary mathematics

education. An empirical investigation of these issues is vital because while existing studies emphasize

engagement and relevance, fewer have explored how real-world integration enhances students’ ability to

analyze, connect, and apply mathematical concepts effectively.

Furthermore, previous research has focused primarily on qualitative studies concerning students' perceptions

and attitudes toward contextualized learning, rather than quantitative analyses of its effects on actual

appreciation and application outcomes. No study to date has directly attempted to empirically evaluate whether

real-life–based learning strategies lead to measurable improvements in students’ ability to use mathematics

meaningfully beyond the classroom. Very little empirical research has been done on the long-term effects of

contextualized mathematics learning on students’ appreciation, engagement, and cognitive development in

understanding math as part of daily life (Miles, 2017).

This research examines the influence of Gamified Learning Strategies (GLS) on the problem-solving

performance of first-year college students in mathematics at Misamis University. The results can assist

teachers, school administrators, and educational policymakers in understanding how gamification enhances

engagement, motivation, and mathematical problem-solving skills. The research identifies an empirical gap

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and seeks to contribute to the improvement of mathematics instruction within higher education, particularly at

Misamis University and nearby institutions.

THEORETICAL FRAMEWORK

This study is anchored on Constructivist Learning Theory by Jean Piaget (1972) and Self-Determination

Theory (SDT) by Deci and Ryan (1985).

The Constructivist Learning Theory (Piaget, 1950; Vygotsky, 1978) suggests that learning is an active process

in which students construct knowledge through experiences and interactions. Piaget (1950) emphasized that

learners develop their understanding by engaging with problems, manipulating concepts, and making sense of

ideas through exploration. Meanwhile, Vygotsky (1978) introduced the Zone of Proximal Development (ZPD)

and scaffolding, which highlight the role of social interaction and guided learning in cognitive development.

According to this theory, students learn best when they actively engage in problem-solving tasks and receive

appropriate support from teachers or peers.

In the context of gamified learning, Constructivist Learning Theory is highly relevant as it emphasizes active

participation, exploration, and collaborative learning. Studies show that integrating game-based learning

strategies enhances student engagement and motivation, leading to improved problem-solving abilities in

mathematics (Maryana et al., 2024). Interactive elements such as points, rewards, leaderboards, and game-

based challenges encourage students to experiment with different problem-solving approaches, refine their

reasoning skills, and deepen their understanding of mathematical concepts (Rachmadi et al., 2025).

Additionally, gamified learning fosters collaborative learning environments, aligning with Vygotsky's

emphasis on peer interaction and scaffolding to enhance problem-solving performance.

The significance of Constructivist Learning Theory in this study lies in its alignment with the core principles

of gamified instruction. By recognizing that learners construct knowledge through active engagement, the

study supports the use of interactive and exploratory learning experiences to strengthen students' mathematical

thinking. This theory serves as a foundational guide in designing learning environments where students are not

just passive recipients of information, but active participants who build understanding through dynamic tasks

and meaningful feedback. As such, it underpins the rationale for integrating gamified strategies to foster deeper

cognitive involvement and better problem-solving outcomes in mathematics education.

The Self-Determination Theory (SDT) (Deci & Ryan, 1985) explains the psychological factors that influence

students' motivation in learning. According to SDT, individuals are more likely to engage in tasks when their

three basic psychological needs—competence, autonomy, and relatedness—are met. Competence refers to the

feeling of mastery over a subject, autonomy relates to having control over one's learning process, and

relatedness involves a sense of connection with others. When these needs are satisfied, students develop

intrinsic motivation, leading to higher engagement, persistence, and improved academic performance.

Gamified learning supports the principles of Self-Determination Theory by incorporating structured challenges

and reward-based progress systems that foster a sense of competence among students. Research has

demonstrated that students who engage with gamified platforms develop stronger motivation, persistence, and

problem-solving abilities compared to those exposed to traditional instructional methods (Boom-Cárcamo et

al., 2024). Features such as self-paced learning, instant feedback, and adaptive problem-solving tasks give

students autonomy over their learning process, increasing their willingness to engage with mathematical

challenges (Jurani & Nuh, 2025). Moreover, the social components of gamification, including competition,

teamwork, and peer collaboration, align with SDT's concept of relatedness, creating an interactive and

enjoyable learning environment that enhances problem-solving performance.

By anchoring this study on Constructivist Learning Theory and Self-Determination Theory, the research aims

to examine how gamified learning strategies enhance students' engagement, motivation, and problem-solving

skills in mathematics. Through active exploration, structured problem-solving activities, and motivational

game elements, gamification has the potential to transform traditional mathematics instruction into an

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engaging, student-centered learning experience, ultimately leading to improved mathematical reasoning and

problem-solving proficiency.

CONCEPTUAL FRAMEWORK

The effect of Gamified Learning Strategies (GLS) as an independent variable on students' engagement,

motivation, and problem-solving performance in mathematics is an innovative instructional approach that

utilizes game-based mechanics, interactive challenges, and reward systems to enhance students' cognitive

development and mathematical problem-solving skills. Studies, including one by Maryana et al. (2024),

indicate that gamification fosters active participation, improves retention, and enhances mathematical

reasoning. Additionally, research by Jurani and Nuh (2025) suggests that Kahoot-assisted gamification

significantly improves students' learning outcomes, particularly for those with high self-efficacy.

This study operationally defines one of the dependent variables, problem-solving performance, as students'

ability to analyze mathematical problems, develop strategies, and apply problem-solving techniques

effectively. According to Boom-Cárcamo et al. (2024), students in gamified learning environments develop

stronger analytical reasoning, critical thinking, and persistence in solving mathematical tasks. The second

dependent variable, engagement and motivation, is measured through students' active participation in gamified

tasks, willingness to solve problems, and overall interest in mathematics learning. Research by Suryani et al.

(2024) highlights that gamification creates an engaging and interactive learning experience, allowing students

to take ownership of their learning and develop perseverance in problem-solving.

Enhancing students' problem-solving and mathematical performance involves immersing them in interactive

learning environments where they experience real-world problem-solving tasks through game-based

challenges and feedback systems. Through gamified learning, students are encouraged to engage in trial-and-

error problem-solving, receive immediate feedback, and develop self-regulated learning strategies. Research

by GA et al. (2025) suggests that gamification reduces math anxiety and builds students' confidence in

approaching complex mathematical tasks, which ultimately enhances their problem-solving skills. Unlike

traditional instructional approaches, gamified learning fosters intrinsic motivation by incorporating engaging

elements such as point systems, leaderboards, and rewards (Attah et al., 2024).

This study examines student motivation and self-efficacy as crucial links between gamified learning strategies

and the improvement of problem-solving performance in mathematics. Students who feel motivated and

confident in their problem-solving abilities are more likely to engage actively in mathematical challenges and

persist through difficulties. Research by Sheybani and Yaftian (2025) highlights that gamification enhances

students' self-regulation, metacognitive abilities, and motivation, leading to better learning outcomes in

mathematics. Furthermore, this study will evaluate students' mathematical performance, engagement, and

motivation before and after exposure to gamified learning strategies to determine the effectiveness of this

instructional approach in enhancing students' problem-solving skills and overall mathematics achievement.

The next page shows the schematic diagram of the study.

Figure 1. Schematic Diagram of the Study

Gamified Learning

Strategies

Pre-assessment on Level of

Engagement and Motivation

Pretest on Problem-Solving

Performance

Post-assessment on Level of

Engagement and Motivation

Post-test on Problem-Solving

Performance

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Statement of the Problem

This study aimed to determine the effect of gamified learning strategies on students' engagement and

motivation in mathematics during the SY 2024-2025 in one of the higher education institutions in Ozamiz

City. Specifically, it sought to answer the following questions:

1. What is the learners' problem-solving performance in mathematics before the implementation of

gamified learning strategies?

2. What is the learners' level of engagement and motivation in mathematics before the implementation of

gamified learning strategies?

3. What is the learners' problem-solving performance in mathematics after the implementation of gamified

learning strategies?

4. What is the learners’ level of engagement and motivation in mathematics after the implementation of

gamified learning strategies?

5. Is there a significant difference between the learners’ problem-solving performance before and after the

implementation of gamified learning strategies?

6. Is there a significant difference between the learners’ engagement and motivation before and after the

implementation of gamified learning strategies?

Null Hypotheses

1: There is no significant difference between the learners’ problem-solving performance before and after the

implementation of gamified learning strategies.

2: There is no significant difference between the learners’ engagement and motivation before and after the

implementation of gamified learning strategies.

RESEARCH METHODOLOGY

Research Design

This employed a one- quantitative research approach group pretest-posttest design to examine the effectiveness

of Gamified Learning Strategies (GLS) in enhancing the problem-solving performance of first-year college

education students in mathematics at Misamis University. A pretest-posttest design is a widely used research

methodology that evaluates the effectiveness of an intervention by measuring participants' knowledge or

performance before and after the instructional treatment (Maryana et al., 2024). In the context of gamified

learning, this design allows researchers to assess how game-based strategies influence student engagement,

motivation, and problem-solving skills (Rachmadi et al., 2025). This design was selected due to its

effectiveness for classroom settings and its ability to measure learning gains over a short intervention period.

Research Setting

This study was conducted in one of the higher education institutions in Ozamiz City, Misamis Occidental,

Philippines. This institution is a private non-sectarian institution that offers various undergraduate programs,

including education-related courses. The research focused on first-year college students enrolled in the College

of Education, particularly those taking mathematics-related courses.

A single section of first-year students was selected as respondents for this study. This group is ideal for

examining the effects of Gamified Learning Strategies (GLS) on engagement, motivation, and problem-solving

performance in mathematics, as first-year students are still transitioning from high school to college-level

mathematical problem-solving. By assessing their experiences with gamified learning, this study aims to

determine how game-based instructional methods influence mathematical comprehension, critical thinking,

and problem-solving skills.

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Respondents of the Study

This study includes first-year college students enrolled in the College of Education at a higher education

institution in Ozamiz City, Misamis Occidental, Philippines, for the 2024-2025 academic year. They have

chosen to use purposive sampling, ensuring that the selected respondents are those taking mathematics-related

courses and are directly engaged in problem-solving activities. Only students who consented to participate

were included in the study, ensuring adherence to ethical research standards. This selection aims to address the

gap in research on the effectiveness of Gamified Learning Strategies (GLS) in improving mathematical

engagement, motivation, and problem-solving skills among first-year college students.

Research Instrument

The study used the following questionnaire as a data gathering instrument:

The Gamified Problem-Solving Performance Test (Appendix A). This instrument is a researcher-designed

assessment tool developed to evaluate first-year college students' mathematical problem-solving performance

before and after the implementation of Gamified Learning Strategies (GLS). This test was created based on

previous studies highlighting the role of gamification in improving students’ engagement, cognitive

processing, and analytical problem-solving skills (Situmorang et al., 2025). The test consists of 50 items,

structured around problem-solving tasks integrated with game-based elements, following structured learning

activities over four sessions spanning four weeks. Each 90-minute session, conducted once a week, includes a

15-minute pretest, a 60-minute gamified instructional activity, and a 15-minute posttest. The test measures

problem-solving competencies based on critical thinking in mathematical reasoning, logical application of

problem-solving techniques, and strategy development for tackling complex mathematical tasks (Anggoro et

al., 2025).

To assess students' problem-solving performance, the study will use a 5-point Likert scale, where 5 represents

the highest level of proficiency and 1 represents the lowest:

Scores

Remarks

47-50

Outstanding

44-46

Very Satisfactory

42-43

Satisfactory

40-41

Fair

38-39

Poor

1-37

Very Poor

The validity and reliability of the GPSPT were established through expert consultations, pilot testing, and

statistical validation. Mathematics educators and assessment specialists reviewed the test content to confirm its

alignment with college-level mathematical competencies and problem-solving standards. A pilot study was

conducted with a sample group of students to assess clarity, coherence, and difficulty level, and Cronbach’s

alpha was used to measure the internal consistency of the instrument. Previous research has emphasized that

gamified assessments can significantly enhance students' problem-solving abilities and engagement, as they

provide an interactive and motivating environment for learning mathematics (Situmorang et al., 2025;

Anggoro et al., 2025)

Student Engagement and Problem-Solving Motivation Questionnaire (Appendix B). This researcher-made

questionnaire is designed to assess students' engagement and motivation levels in a gamified learning

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environment. This questionnaire uses a 5-point Likert scale, with responses ranging from Strongly Disagree (1)

to Strongly Agree (5), adapted from Song et al. (2025). The instrument comprises 20 items, categorized into

four key constructs: Cognitive Engagement (5 items), Affective Engagement (5 items), Behavioral

Engagement (5 items), and Motivation (5 items). These constructs evaluate how students interact with

gamified learning strategies, their level of enthusiasm, and their persistence in problem-solving tasks. This

questionnaire is highly relevant to the study, as it measures explicitly the impact of Gamified Learning

Strategies (GLS) on student engagement and motivation in mathematics. The instrument was administered as

both a pre-assessment before the intervention and a post-assessment after completing the sessions, allowing for

a comparative analysis of changes in student engagement and motivation. Previous research has shown that

gamification positively influences student participation, enjoyment, and willingness to engage in problem-

solving activities, making it an essential aspect of this study (Song et al., 2025).

To determine the students' level of engagement and motivation toward the implementation of Gamified

Learning Strategies, the study used the following continuum, based on the adapted scale from Song et al.

(2025):

Responses

Continuum

Interpretation

5 – Strongly Agree

4.20-5.00

Extremely High

4 – Agree

3.40-4.19

High

3 – Neutral

2.60-2.39

Moderate

2 – Disagree

1.80 – 2.59

Low

1 – Strongly Disagree

1.00 – 1.79

Extremely Low

Lesson Plan (Appendix C). In this study, Gamified Learning Strategies (GLS) were integrated into the college-

level mathematics curriculum, covering topics such as simple interest, compound interest, logic, and ISBN.

Each of the four sessions began with a pretest to assess students' initial understanding, followed by a teacher-

facilitated gamified activity, where students engaged in interactive problem-solving tasks related to the day's

topic. For example, students might calculate compound interest using a game-based simulation or analyze

simple and compound regression models through gamified data analysis challenges. After completing the

gamified activities, a posttest was administered to evaluate students' learning gains and measure the impact of

Gamified Learning Strategies on their mathematical performance and problem-solving skills. By comparing

pretest and posttest scores, this study assessed the effectiveness of game-based learning interventions in

improving students' engagement, motivation, and ability to apply mathematical concepts in real-world

problem-solving scenarios.

Data Gathering Procedure

Before conducting the study, the researcher obtained the necessary approvals by submitting a formal request to

the Dean of the College of Education at Misamis University. Upon approval, authorization was secured from

the School Administrator of Misamis University to conduct the study with first-year college students enrolled

in mathematics-related courses. An orientation was held to explain the study’s purpose, procedures, and

voluntary nature of participation, and students signed informed consent forms.

The study followed a one-group pretest-posttest design over four weeks, consisting of four instructional

sessions utilizing Gamified Learning Strategies (GLS). Before implementation, a Student Engagement and

Motivation Questionnaire and a Problem-Solving Performance Pretest were administered to assess participants'

initial engagement, motivation, and mathematical problem-solving skills. During the intervention, students

participated in eight 90-minute gamified sessions conducted twice per week, structured into three phases: a

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pretest (15 minutes) to assess prior understanding, a 60-minute gamified learning activity incorporating

interactive quizzes, leaderboard challenges, and real-world problem-solving tasks, and a posttest (15 minutes)

to measure immediate learning outcomes. After the intervention, the Problem-Solving Performance Posttest

and Student Engagement and Motivation Questionnaire were re-administered to evaluate improvements. Data

analysis involved comparing pretest and posttest mean scores and conducting a paired t-test to determine

significant changes in engagement, motivation, and problem-solving performance. The findings provided

insights into the effectiveness of Gamified Learning Strategies (GLS) in enhancing students' problem-solving

skills in mathematics.

Ethical Considerations

Before conducting the study, ethical considerations were carefully established to prioritize the well-being,

rights, and privacy of all participants. Approval was sought from the Misamis University Research Ethics

Board (MUREB) to ensure compliance with institutional and ethical research standards. This study adhered to

ethical guidelines outlined in previous research on gamified learning, particularly studies emphasizing the

importance of ethical considerations in technology-enhanced education. According to Chiu et al. (2025),

integrating gamification in educational settings necessitates strict adherence to ethical standards, ensuring that

students’ engagement is promoted without causing undue stress or pressure. Similarly, Fernández-Velásquez et

al. (2025) highlighted the need for privacy protection and data security in gamified learning platforms to

prevent ethical risks associated with digital learning environments.

Ethical protocols included obtaining informed consent from all participating students, who were thoroughly

briefed on the study’s objectives, procedures, potential risks, and benefits before voluntarily agreeing to

participate. Since all respondents were above 18 years old, parental consent was not required. Participants were

assured of their right to withdraw from the study at any time without consequences. To maintain

confidentiality and anonymity, data collection and analysis were conducted without any identifiable personal

information. In compliance with Republic Act No. 10173 (Data Privacy Act of 2012), strict data management

protocols were implemented to safeguard participants' privacy and dignity. Additionally, all research

procedures followed the ethical principles of beneficence, respect for autonomy, and justice, ensuring that

participants' welfare remained the highest priority throughout the study.

Data Analysis

This study utilized the following statistical methods for data analysis using JAMOVI software:

Frequency and percentage were employed to examine learners' problem-solving performance in mathematics

before and after the implementation of Gamified Learning Strategies (GLS).

Mean and standard deviation were utilized to measure the learners' level of engagement and motivation in

mathematics before and after the implementation of GLS. The mean represented overall progress, while the

standard deviation indicated the consistency of responses among participants.

A paired t-test was conducted to explore significant differences in learners' problem-solving performance in

mathematics before and after the implementation of Gamified Learning Strategies (GLS). Likewise, it was

applied to assess variations in learners' level of engagement and motivation in mathematics before and after the

implementation of GLS. This statistical procedure aimed to evaluate the effectiveness of GLS in fostering

students' engagement, motivation, and mathematical problem-solving capabilities.

RESULTS AND DISCUSSIONS

Learners’ Problem-Solving Performance in Mathematics Before the Implementation of Gamified

Learning Strategies

The data in Table 1 shows the students' problem-solving performance in Mathematics. Overall, their

performance was very poor before using Gamified Learning Strategies (M=23.36). All 28 students (100%)

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scored poorly in Math, highlighting a widespread lack of basic problem-solving skills. These results suggest

that students had a limited understanding of key mathematical topics. This indicates that traditional teaching

methods did not effectively help learners develop their problem-solving abilities.

Several factors likely contributed to this poor performance. These include a lack of student engagement, low

motivation, minimal use of interactive learning tools, a lack of confidence in tackling math problems, and few

chances for meaningful practice. Traditional lectures may not have suited various learning styles, leading to

low retention and understanding. To tackle these issues, the Gamified Learning Strategy (GLS) was

introduced. GLS combines game elements like points, badges, challenges, and rewards into the learning

process. This approach aims to boost student engagement, motivation, and participation. It allows learners to

apply mathematical concepts in an interactive and fun way, improving their problem-solving skills and overall

performance in Mathematics.

Gamified Learning Strategies provide a strong alternative by including rewards, competition, and interactive

tasks. Research from Maryana et al. (2024) and Boom-Cárcamo et al. (2024) supports these methods. These

features increase student motivation, participation, and higher-order thinking skills. They are particularly

effective in closing performance gaps through engaging learning experiences (Fabito et al., 2021).

Gamification also significantly helps students persevere when facing challenging problems (Rachmadi et al.,

2025). Overall, GLS can change academic performance and improve learners’ confidence and attitudes toward

mathematics (Su & Cheng, 2015).

In summary, the very poor pretest results highlight the shortcomings of traditional instruction and support the

need for Gamified Learning Strategies. These strategies can enhance both basic and advanced problem-solving

skills. The results justify a shift in teaching methods toward approaches that better foster engagement,

understanding, and sustained motivation in learning mathematics.

Table 1 Learners' Problem-Solving Performance in Mathematics Before the Implementation of Gamified

Learning Strategies

Performance

Frequency

Percentage

Very Poor

100

Overall Performance

23.36-Very Poor

Scale: 47-50 (Outstanding); 44-46 (Very Satisfactory);42-43(Satisfactory); 40-41(Fair);38-39 (Poor); 37 and

below (Very Poor)

Learners’ Level of Engagement and Motivation Before the Implementation of Gamified Learning

Strategies

The data in Table 2 shows the learners’ level of engagement in Mathematics before they started using

Gamified Learning Strategies. Overall, students were classified as less engaged (M = 2.37; SD = 0.47). This

means they were not fully involved in the learning process and showed little enthusiasm and focus during math

tasks. The data also points to a general lack of energy, interest, and drive in academic tasks related to

Mathematics.

The learners’ cognitive engagement was also classified as less engaged (M = 2.55; SD = 0.37). This indicates

that students were not deeply involved in thinking, reasoning, or problem-solving activities. They put in

limited mental effort to understand mathematical concepts. Students might have struggled to concentrate,

lacked critical thinking during lessons, and found it hard to connect different mathematical ideas. The low

standard deviation of 0.37 shows that most students had similar cognitive engagement levels, suggesting a

widespread pattern of disengagement. There was little variation in responses, emphasizing that this issue

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affected many rather than just a few students. Such low levels of cognitive engagement suggest that traditional

teaching methods did not spark students' curiosity. Consequently, learners may have found it hard to acquire

and retain mathematical knowledge.

In terms of affective engagement, the mean score of 2.21 (SD = 0.52) also falls under the less engaged

category. This shows that students had low emotional attachment and interest in Mathematics. Affective

engagement is crucial for shaping students’ attitudes and willingness to participate in class activities. When

students feel emotionally disconnected from learning, they tend to see the subject as unimportant or

uninteresting. This emotional disengagement can lead to frustration, low self-esteem, and decreased academic

persistence.

For behavioral engagement, the mean score was 2.48 (SD = 0.57), again reflecting a less engaged level. This

means that students rarely showed consistent participation, attentiveness, or effort during class. Behavioral

engagement includes actions like completing tasks, asking questions, and following instructions, which were

likely lacking among the learners. This low level of involvement indicates a lack of discipline and initiative in

learning Mathematics, suggesting that the learning environment did not inspire students to take ownership of

their academic progress.

Regarding motivation in problem-solving, students had a mean score of 2.24 (SD = 0.43), which also falls

under the less engaged category. This implies that students were not motivated to push through or put in effort

when faced with math challenges. A low level of motivation may lead to avoiding problem-solving tasks and

giving up easily when difficulties arise. It also suggests that learners lacked confidence in their mathematical

abilities. Without sufficient motivation, students are unlikely to develop the perseverance or critical thinking

skills needed for success in Mathematics.

To tackle the low levels of engagement and motivation shown in Table 2, Gamified Learning Strategies (GLS)

can be used to improve the learning experience in Mathematics. The results show that learners were less

engaged across all areas—cognitive, affective, behavioral, and motivational—highlighting a widespread

disconnection from the subject. Implementing gamification offers a chance to change these trends by

encouraging more meaningful involvement. By incorporating game elements such as points, challenges,

rewards, and immediate feedback into lessons, students can be motivated to participate more actively

(behavioral engagement), think critically (cognitive engagement), and develop a stronger emotional connection

to the subject (affective engagement). Moreover, using gamified tasks can enhance students’ motivation in

problem-solving by promoting persistence and confidence when tackling math challenges. In essence,

gamification transforms the learning environment into one that is more interactive, student-centered, and

motivating, creating conditions that promote sustained engagement and improved academic outcomes in

Mathematics.

Gamified learning boosts cognitive engagement by encouraging deeper understanding and interaction with

content (Maryana et al., 2024). It also increases affective engagement by making learning more enjoyable and

emotionally rewarding (Boom-Cárcamo et al., 2024). Its positive impact on behavioral engagement is reflected

in participation and consistent involvement in classroom tasks. Rachmadi et al. (2025) found that gamification

enhances motivation in problem-solving by helping students build perseverance. Su and Cheng (2015)

concluded that gamified environments can significantly change students’ engagement and academic

performance.

Overall, Gamified Learning Strategies can create a more dynamic and student-centered learning environment.

They offer a structure where students can enjoy learning while improving their problem-solving and critical

thinking skills. With greater engagement across all areas, students are more likely to build confidence and

develop positive attitudes toward Mathematics. The shift from traditional to gamified instruction fosters

inclusivity and meets diverse learning needs. As a result, students not only perform better academically but

also become more motivated, participative, and resilient learners.

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Table 2 Learners’ Level of Engagement and Motivation Before the Implementation of Gamified Learning

Strategies

Constructs

Remarks

1. Cognitive Engagement

2.55

0.37

Less Engaged

2. Affective Engagement

2.21

0.52

Less Engaged

3. Behavioral Engagement

2.48

0.57

Less Engaged

4. Motivation in Problem-Solving

2.24

0.43

Less Engaged

Overall Engagement

2.37

0.47

Less Engaged

Note. scale: 4.20-5.00 (Highly Engaged); 3.40-4.19 (Engaged); 2.60-3.39 (Moderately Engaged); 1.80-2.59

(Less Engaged); 1.00-1.79 (Least Engaged)

Learners’ Performance in Mathematics After the Implementation of Gamified Learning Strategies

The data in Table 3 shows how learners performed in problem-solving for Mathematics after using Gamified

Learning Strategies. Overall, the learners' performance notably improved, with a mean score of 46.54, placing

them in the Outstanding category. Most students (n = 17; 60.72%) received an Outstanding rating. Others

scored Very Satisfactory (n = 7; 25.00%), Satisfactory (n = 1; 3.57%), Fair (n = 2; 7.14%), and only one

learner (n = 1; 3.57%) stayed at the Very Poor level. These findings suggest a significant improvement in

learners’ mathematical skills, showing greater ability in solving problems. The overall results indicate that

Gamified Learning Strategies (GLS) greatly helped improve students' understanding and performance in

Mathematics.

Several factors might have led to this positive change in performance. Adding gamified elements like rewards,

interactive tasks, and real-time feedback helped keep students interested and motivated. Students engaged

more actively in learning, which led to better understanding and retention of mathematical concepts. The

learning environment also became more welcoming and livelier, encouraging participation from all kinds of

learners. Through GLS, students gained a deeper appreciation and confidence in their math skills.

To tackle the previous issues of low engagement and poor performance, Gamified Learning Strategies was

introduced as a new approach. GLS uses game elements such as points, badges, and challenges to boost

student motivation and involvement in class. These features not only make learning fun but also encourage

students to persist with complex math problems. Learners have chances to interact with the material in

meaningful ways, making Mathematics easier and more interesting.

Gamified Learning Strategies present a promising solution by promoting motivation, enjoyment, and

emotional involvement in math classrooms (Ibáñez et al., 2014). They have also been shown to enhance

student performance by increasing participation and concept retention through game-based learning (Fabito et

al., 2021). Palička et al. (2021) stated that gamification encourages collaborative behavior and increases

engagement in the classroom. Rachmadi et al. (2025) found that gamified activities help students develop

perseverance, especially with difficult tasks. Su and Cheng (2015) confirmed that gamification effectively

develops both problem-solving abilities and positive feelings toward mathematics. Overall, GLS can change

academic performance and improve learners’ confidence and attitudes towards math (Su & Cheng, 2015).

In summary, the post-test results in Table 3 highlight the success of Gamified Learning Strategies in fixing the

learning gaps noted in earlier assessments. The change from very poor to outstanding performance confirms

the effectiveness of GLS in improving problem-solving skills. This educational innovation is a powerful tool

for raising both achievement and engagement in Mathematics. As a result, students not only learn more

effectively but also build the confidence and motivation needed for long-term academic success. The findings

support a continued shift toward gamified and student-centered learning methods in math education.

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Table 3 Learners’ Performance in Mathematics After the Implementation of Gamified Learning Strategies

Performance

Frequency

Percentage

Outstanding

60.72

Very Satisfactory

25.00

Satisfactory

3.57

Fair

7.14

Very Poor

3.57

Overall Performance

46.54-Outstanding

Scale: 47-50 (Outstanding); 44-46 (Very Satisfactory);42-43(Satisfactory); 40-41(Fair): 38-39 (Poor); 37 and

below (Very Poor)

Learners' Level of Engagement and Motivation in Mathematics Before the Implementation of Gamified

Learning Strategies

The data in Table 4 shows the learners’ engagement level in Mathematics after implementing Gamified

Learning Strategies. Overall, both engagement and motivation were extremely high (M = 4.35; SD = 0.31).

This indicates that students were very involved in the learning process and displayed strong enthusiasm,

participation, and focus during mathematics tasks. The data suggests that learners were more motivated and

willing to engage with academic content in meaningful ways. The use of gamified elements likely played a key

role in improving this engagement.

The level of cognitive engagement among learners was also rated extremely high (M = 4.40; SD = 0.30). This

means that students were deeply involved in thinking, reasoning, and solving mathematical problems. This

improvement reflects their enhanced ability to analyze and apply mathematical concepts critically. Gamified

activities that included challenges, rewards, and interactive content helped sharpen students’ higher-order

thinking skills. The engaging structure of gamified lessons made learners more attentive and mentally invested

in tasks. According to Anggoro et al. (2025), game-based learning significantly improves students’ higher-

order thinking skills in mathematics.

In terms of affective engagement, the mean score of 4.28 (SD = 0.33) also falls within the extremely high

category. This indicates that students formed a stronger emotional connection to Mathematics and found it

more enjoyable and relevant. When learners enjoy the learning process, their attitude toward the subject

becomes more positive, reducing the fear and anxiety often associated with Mathematics. Gamified tasks

provided a sense of enjoyment and accomplishment that fueled learners’ emotional investment. Alt (2023)

found that gamification promotes positive emotions and boosts students’ motivation in mathematics.

For behavioral engagement, learners showed a mean score of 4.31 (SD = 0.28), reflecting an extremely high

level of participation. This means that students consistently completed tasks, collaborated in class activities,

and showed initiative. The gamified approach made students more active and responsible in their learning.

Structured rewards and levels encouraged students to stay on task and participate meaningfully. Apas and

Ventayen (2019) reported that gamified teaching greatly increases classroom participation and active learning

behavior.

Regarding motivation in problem-solving, the learners achieved a mean score of 4.40 (SD = 0.35), which falls

under the extremely high category. This shows that students were highly motivated to tackle challenging

problems and persisted in finding solutions. Elements of gamification such as scoring, feedback, and rewards

gave learners a sense of accomplishment and challenge, encouraging perseverance. Learners also showed more

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resilience and confidence in their problem-solving abilities. Attah et al. (2024) found that gamification-based

teaching improves students' motivation and performance in problem-solving tasks.

Gamified Learning Strategies (GLS) addressed all aspects of engagement: cognitive, affective, behavioral, and

motivational. By incorporating interactive digital games, points, levels, and real-time feedback, learners felt

more driven to participate actively. GLS made the learning experience more student-centered, enjoyable, and

focused on mastery. As a result, students began to take ownership of their learning journey and grew to have

more positive attitudes toward Mathematics.

Gamified learning boosts cognitive processing by encouraging exploration and critical thinking in

mathematical tasks (Anggoro et al., 2025). It also improves affective engagement by making the learning

experience more enjoyable and meaningful (Alt, 2023). Behavioral engagement is encouraged through

interactive game mechanics that promote consistent participation and collaboration (Apas & Ventayen, 2019).

Motivation in problem-solving is strengthened as students face enjoyable challenges that build perseverance

and confidence (Attah et al., 2024). Furthermore, Boom-Cárcamo et al. (2024) emphasize that gamification

enhances creativity and motivation when combined with problem-based learning strategies.

Overall, Gamified Learning Strategies have created a more engaging, inclusive, and dynamic learning

environment. The structured use of gamification has improved students’ focus, motivation, and attitudes

toward Mathematics. With increased engagement in all areas, learners are more likely to develop essential

skills such as critical thinking, creativity, and persistence. The shift from traditional teaching methods to

gamified instruction has effectively addressed learner needs. As a result, students not only performed better

academically but also became more enthusiastic and confident in tackling mathematical challenges.

Table 4 Learners' Level of Engagement and Motivation in Mathematics Before the Implementation of

Gamified Learning Strategies

Constructs

Remarks

1. Cognitive Engagement

4.40

0.30

Extremely High

2. Affective Engagement

4.28

0.33

Extremely High

3. Behavioral Engagement

4.31

0.28

Extremely High

4. Motivation in Problem-Solving

4.40

0.35

Extremely High

Overall Engagement

4.35

0.31

Extremely High

Note. scale: 4.20-5.00 (Extremely High); 3.40-4.19 (High); 2.60-3.39 (Moderate); 1.80-2.59 (Low); 1.00-1.79

(Extremely Low)

Significant Difference between the Learners’ Performance Before and After the Implementation of

Gamified

Learning Strategies

The data in Table 5 compares learners’ engagement levels before and after using Gamified Learning Strategies

(GLS). The results show significant improvements in all engagement areas, with p-values at 0.000. This is well

below the threshold of p < .001, which indicates very significant differences. The null hypothesis (Ho), which

claimed there was no significant difference between pre- and post-engagement levels, was rejected in all cases.

These findings confirm the strong positive impact of GLS on learners' cognitive, emotional, behavioral

engagement, and motivation in problem-solving. The jump from low to high engagement shows that

gamification tackled the important learning challenges earlier seen in the classroom.

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Specifically, the t-value for cognitive engagement was -20.58*** (p = 0.000). This indicates a very significant

increase in students' intellectual involvement after gamified instruction. Learners showed stronger focus,

analytical thinking, and deeper understanding of mathematical content. Through interactive activities like

quizzes, digital challenges, and progression levels, students engaged more in problem-solving and grasping

complex topics. Anggoro et al. (2025) pointed out that game-based learning improves higher-order thinking

skills in Mathematics, allowing learners to interact more critically and meaningfully with the content.

For emotional engagement, the t-value was -18.84*** (p = 0.000), which signifies a very significant

improvement in students' emotional connection to Mathematics. After using GLS, students reported more

enjoyment and enthusiasm during math lessons. They developed more positive attitudes and felt less anxious

about the subject. Alt (2023) highlighted that gamification increases student satisfaction and emotional

investment, contributing to ongoing learning and improved classroom morale.

Regarding behavioral engagement, the result was also very significant, with a t-value of -16.79*** (p = 0.000).

This shows that students became more active in class, regularly completing tasks and joining discussions.

Game features like leaderboards, instant feedback, and team competitions encouraged discipline, task

completion, and peer interaction. Apas and Ventayen (2019) noted that gamified learning environments boost

participation and help students build habits of academic responsibility.

The biggest difference was seen in motivation in problem-solving, with a t-value of -21.62* (p = 0.000), the

highest among all variables. This suggests that learners became much more persistent and confident in solving

mathematical problems. They were more likely to face challenges with enthusiasm, driven by both intrinsic

and extrinsic rewards in gamified tasks. Attah et al. (2024) reported similar findings, showing that gamification

enhances learners' motivation and perseverance in math.

Finally, the overall confidence, measured with a t-value of -17.45*** (p = 0.000), showed very significant

improvement. This supports the positive effects of gamification across all engagement areas. Boom-Cárcamo

et al. (2024) stated that combining gamification with problem-based learning strategies encourages creativity,

motivation, and self-confidence, which are crucial for success in Mathematics.

In conclusion, the results from Table 5 provide strong evidence that Gamified Learning Strategies significantly

improved learners’ cognitive, emotional, behavioral, and motivational engagement in Mathematics. These

notable improvements affirm the effectiveness of GLS in addressing disengagement, boosting academic

confidence, and transforming the learning experience. By using interactive and game-based methods, educators

can create a more engaging and supportive environment that helps learners excel both academically and

emotionally. The data supports a continued and deliberate use of gamification in math instruction to promote

deeper learning and better outcomes.

Table 5 Significant Difference between the Learners’ Performance Before and After the Implementation of

Gamified Learning Strategies.

Variables

t value

p value

Decision

Pre-Cognitive Engagement

-20.58***

0.000

Reject Ho

Post-Cognitive Engagement

Pre-Affective Engagement

-18.84***

0.000

Reject Ho

Post-Affective Engagement

Pre-Behavioral Engagement

-16.79***

0.000

Reject Ho

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Post-Behavioral engagement

Pre-Motivation in Problem-Solving

-21.62***

0.000

Reject Ho

Post- Motivation in Problem-Solving

Overall Confidence

-17.45***

0.000

Reject Ho

Ho: There is no significant difference between the learners’ level of engagement before and after the

implementation of gamified learning strategies.

Note: Scale: *** p < .001 (Very Highly Significant); **p<0.01 (Highly Significant); *p<0.05 (Significant);

p>0.05 (Not significant)

Significant Difference in Students’ Performance Before and After the Use of Gamified Learning

Strategies

The data in Table 6 shows the overall performance of learners in Mathematics before and after using the

Gamified Learning Strategy (GLS). The mean score before GLS was M = 23.26 (SD = 4.57). This score is in

the very poor category, indicating weak mathematical performance among students. After implementing GLS,

the mean rose significantly to M = 46.45 (SD = 2.68). This suggests a major improvement in the learners'

problem-solving skills. The computed t-value of 18.43* and p-value of 0.000 show that the difference is highly

significant (p < .001). This leads to rejecting the null hypothesis, which stated that there was no significant

improvement in performance. This result confirms that using gamified learning had a strong positive effect on

students' academic performance in Mathematics.

The low pretest scores suggest that traditional teaching methods may not have effectively engaged learners or

built their foundational skills in problem-solving. Without enough motivation, interactivity, or varied learning

tasks, students likely had difficulty retaining concepts and applying them in real-world situations. The poor

performance reflected students’ lack of confidence, limited cognitive engagement, and low perseverance when

facing math challenges. According to Jurani and Nuh (2025), traditional methods often fail to address self-

efficacy, which is crucial for doing well in mathematics.

In contrast, the posttest results show that GLS improved learners’ performance by creating a more engaging

and student-centered environment. Game elements like rewards, progress tracking, and group tasks encouraged

active participation and gave learners immediate feedback. These features helped keep attention, foster

motivation, and made learning math more enjoyable and relevant. Chaiyarat (2024) noted that gamified

cooperative learning significantly enhances creative problem-solving and intrinsic motivation in academic

settings.

Additionally, the decrease in standard deviation from 4.57 to 2.68 indicates a more consistent level of

performance among learners after the GLS was applied. This consistency suggests increased fairness in

learning outcomes, with more students reaching higher levels of understanding and skill. As shown by Cajilla

and Bug-os (2022), gamified systems in learning platforms improve satisfaction and performance by allowing

students to progress at their own pace while staying engaged.

The overall significant difference in scores before and after GLS matches the findings of Alahakoon and

Niranjala (2023), who found that gamification in university-level Mathematics enhanced achievement through

greater participation and focus. Similarly, Çetin et al. (2023) concluded that gamified tutoring systems greatly

improved problem-solving skills by encouraging consistent effort and strategic thinking.

In conclusion, the data in Table 6 offers strong evidence that the Gamified Learning Strategy significantly

improved students’ performance in Mathematics. The highly significant statistical findings confirm the

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effectiveness of gamification in creating an interactive and motivating learning experience. By engaging

learners cognitively, emotionally, and behaviorally, GLS helps close the gap between low performance and

mastery. The findings highlight the need to integrate innovative, game-based strategies in Mathematics

instruction to foster meaningful learning, build confidence, and enhance academic success.

Table 6 Significant Difference in Students’ Performance Before and After the Use of Gamified Learning

Strategies

Variables

T-value

p-value

Before Engaging in

Gamified Learning Strategy

23.26

4.57

18.43***

0.000

After Engaging in Gamified Learning

Strategy

46.45

2.68

Scale: *** p < .001 (Highly Significant);**p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not

significant)

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary

This study examined how gamified learning strategies influenced students’ engagement, motivation, and

problem-solving skills in mathematics during the school year 2024-2025 at a higher education institution in

Ozamiz City. It aimed to answer these specific questions: (1) What is the students’ problem-solving

performance in mathematics before implementing gamified learning strategies? (2) What is the students’ level

of engagement and motivation in mathematics before implementing gamified learning strategies? (3) What is

the students’ problem-solving performance in mathematics after implementing gamified learning strategies?

(4) What is the students’ level of engagement and motivation in mathematics after implementing gamified

learning strategies? (5) Is there a significant difference in the students’ problem-solving performance before

and after implementing gamified learning strategies? (6) Is there a significant difference in the students’

engagement and motivation before and after implementing gamified learning strategies?

The study used a one-group pretest-posttest design with 28 students. Their performance and levels of

engagement and motivation were measured before and after implementing gamified learning strategies. The

research tools included pretest and posttest evaluations on mathematical problem-solving, along with surveys

on engagement and motivation. The data collected were analyzed using mean, standard deviation, and t-tests to

find significant differences.

Findings

The following are the salient findings of this study:

1. Learners’ problem-solving performance before the implementation of gamified learning strategies was

very poor with all students scoring below the minimum proficiency threshold.

2. The learners’ level of engagement and motivation before the implementation was generally low, with the

lowest ratings in affective engagement and motivation in problem-solving.

3. After the implementation of gamified learning strategies, learners’ problem-solving performance

significantly improved and was classified as Outstanding, with most students reaching high achievement

levels.

4. Learners’ level of engagement and motivation after the intervention was rated as Extremely High,

indicating marked improvement across all engagement constructs.

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5. There was a statistically significant difference between the learners’ problem-solving performance before

and after the implementation of gamified learning strategies.

6. There was a statistically significant difference between the learners’ level of engagement and motivation

before and after the implementation of gamified learning strategies.

Conclusions

Based on the findings, the following conclusions were drawn:

1. Learners have poor problem-solving skills. This shows that traditional teaching methods do not

effectively promote mathematical understanding. There is a clear need for new teaching methods that

actively involve students and help them develop critical thinking skills in math. Without these changes,

students may keep struggling to apply math concepts in real-life situations.

2. Before the intervention, learners lacked emotional engagement and personal motivation, making it hard

to learn math effectively. When students are not emotionally connected or personally motivated, they are

less likely to participate meaningfully or remember math concepts.

3. Gamified learning strategies greatly improved learners' math performance. This shows that using game-

like elements can lead to better academic results, especially in tough subjects like math. It also indicates

that students respond well to interactive and rewarding learning environments.

4. After the gamified intervention, learners showed significant increases in cognitive, behavioral, and

emotional engagement, as well as motivation in math. These findings highlight the importance of

gamified learning in enhancing various aspects of student engagement, which are essential for long-term

academic growth.

5. Gamified learning strategies serve as a useful tool to boost academic success and encourage deeper

emotional and cognitive involvement in math. By integrating gamification, learners gain enjoyable and

meaningful experiences that promote persistence and a positive attitude toward the subject. This can be

especially helpful for those who have seen math as difficult or boring in the past.

6. Using gamified learning strategies in teaching creates an engaging and motivating environment that

supports both academic and personal development. This approach encourages students to take an active

part in their learning and helps them build essential life skills like teamwork, determination, and self-

confidence. Ultimately, this leads to more independent, confident, and motivated learners.

Recommendations

Based on the findings and conclusions, it is recommended that:

1. Math teachers may integrate gamified learning strategies into their instruction to improve learner

motivation, engagement, and problem-solving skills. Platforms like Kahoot, Quizizz, and game-based

classroom tasks should be considered. These tools not only make lessons more interactive but also

provide chances for instant feedback and assessment. Gamified learning makes students feel more

engaged and challenged, which can lead to better learning outcomes and more enthusiasm for math.

2. Curriculum developers may design modules and resources that incorporate gamified elements such as

point systems, leaderboards, and instant feedback to maintain learner interest. These features can help

keep learners engaged and provide quick reinforcement that aids in mastering concepts.

3. School administrators may support professional development and training focused on gamified teaching

methods to ensure effective use in regular teaching practices. Workshops, seminars, and mentoring

programs can help boost teachers’ skills and confidence in using gamification. Moreover, administrative

support in terms of time, resources, and recognition can greatly impact the successful adoption of these

methods in classrooms.

4. Policymakers may encourage the integration of gamified strategies into math education policy and

teacher training programs to align teaching practices with student-centered approaches. Including

gamification in policy helps standardize innovative teaching methods and ensures their implementation

across schools. Teacher training programs, both for newcomers and current educators, should include

gamification as a key part to prepare them for the demands of 21st-century teaching.

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5. Researchers may investigate the long-term effects of gamified learning on student achievement and well-

being to better guide instructional reforms and sustainable education practices. Future studies should look

into how gamification impacts student motivation over time, its effects on different types of learners, and

its role in inclusive education. Evidence-based insights can refine and improve gamified strategies for

varied educational contexts.

6. Students may actively participate in gamified learning settings and promote collaboration among peers to

make the most of the cognitive and motivational benefits these strategies offer. Fully engaging in these

activities not only boosts academic performance but also helps develop skills in communication,

teamwork, and problem-solving.

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