The effect of gamification on the academic performance in mathematics of fourth-grade elementary students

Articles in Press

Document Type : Original Article

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Education Department Of Isfahan, Isfahan, Iran

10.22108/nea.2025.141795.2042

Abstract

Gamification, due to its nature of incorporating elements of games into non-game contexts, has also been embraced in education. This study aimed to investigate the effects of gamification on the academic performance in mathematics of fourth-grade elementary school students. This research is applied in nature, utilizing a quasi-experimental method with a pre-test-post-test design and a control group. The population consisted of all fourth-grade elementary school students in District 6 of Isfahan (N=3868) during the academic year 1399-1400. A multi-stage random cluster sampling method was used, with 15 subjects in the experimental group and 15 in the control group. The data were collected using a researcher-developed test to measure fourth-grade elementary school student's academic performance in mathematics. Univariate analysis of covariance was employed to analyze the data. The findings indicated a significant difference between the adjusted means of academic performance scores in the post-test stage (after controlling for pre-test scores) between the experimental and control groups. Consequently, the results of the univariate covariance analysis demonstrated that gamification positively impacted the academic performance of fourth-grade students. It is therefore recommended that teachers incorporate gamification as an effective strategy for teaching mathematics at this grade level.

Keywords

New Educational Approaches  

Articles in Press, Accepted Manuscript
Available Online from 03 March 2025

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