Evaluating the impact of gamification (game-based learning) in improving the management of the learning process of mathematical concepts in the fourth grade of elementary school

Subject Areas : Education

Sahar Jafari ^{1 *} , isa barqi ²

1 - educación tarem
2 - Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Madani University, Tabriz, Iran

Received: 2025-01-04 Accepted : 2025-02-05 Published : 2025-10-25

Keywords: gamification, math course, learning, Curriculum, primary school.,

Abstract :

Introduction and Objective: Mathematics has always held a pivotal position in the curriculum and is considered an essential skill in the modern era. However, teaching and learning mathematics face numerous challenges, such as a lack of motivation and increased anxiety, which result in improper learning and a growing academic decline among students. This underscores the need to transform the current state of mathematics education in the country and adopt innovative teaching methods. One such method is the application of gamification in education. The present study aims to examine the effectiveness of gamification in teaching mathematical concepts to fourth-grade elementary school students.

Methodology: The study employed a quantitative approach with a quasi-experimental design, including pre-test and post-test with a control group. The statistical population comprised fourth-grade students in Tarom County. Using convenience sampling, 40 students were selected and divided into two groups: 20 in the experimental group and 20 in the control group. The experimental group underwent 12 sessions of gamified mathematics instruction based on a designed scenario, while the control group was taught using traditional methods. The research tools included a gamification scenario for mathematics and a researcher-developed test. The reliability of the learning test, measured using Cronbach’s alpha, was 0.939, indicating high reliability. Data were analyzed using descriptive and inferential statistics with SPSS24 software. Descriptive statistics included measures such as mean, standard deviation, and range of variation.

Findings: The results demonstrated that the use of gamification in teaching fourth-grade mathematics significantly enhanced the learning process.

Discussion and Conclusion: The findings of this study can be utilized by teachers, textbook authors, curriculum planners, and educational technologists to improve teaching methods.

References:

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