Gamified Teaching-Learning Strategies and Instructional Practices in Mathematics: Effects on Student Engagement and Learning Retention
DOI:
https://doi.org/10.69569/jip.2025.584Keywords:
Gamification, Mathematics education, Student engagement, Learning retention, Instructional design, ARCS, ADDIEAbstract
The integration of gamification into mathematics education has gained traction as a strategy to address persistent challenges in student engagement and retention. This study investigates the extent to which gamified instructional practices, when aligned with established design models, influence learner motivation and conceptual retention in mathematics classrooms. Adopting a document-based qualitative approach, the study analyzed 40 sources, including curriculum guides, peer-reviewed studies, lesson exemplars, and platform case reports. A systematic literature search guided by Booth et al. (2016) was employed using databases such as ERIC, JSTOR, and ScienceDirect. Documents were selected based on relevance to gamification in mathematics, presence of instructional frameworks, and empirical evidence of learning outcomes. Thematic coding followed Saldaña’s (2016) method, with triangulation across primary, secondary, and supplementary data sources. The analysis revealed five dominant themes: (1) prevalent gamification mechanics (e.g., points, levels, quests); (2) multidimensional student engagement (behavioral, emotional, cognitive); (3) measurable improvements in short- and long-term retention; (4) alignment with ARCS and ADDIE design models; and (5) practical use of technology platforms such as Kahoot and Classcraft. Gamified lessons showed a 15% average improvement in short-term retention and 10% gains in delayed recall over traditional methods. Findings support the assertion that gamification, when strategically aligned with pedagogical goals and instructional design principles, can enhance motivation and deepen learning. Engagement increases were particularly evident where immediate feedback and narrative elements were employed. The effectiveness of gamification was further amplified when educators balanced competitive and collaborative mechanics and utilized data-driven iteration. Gamification, if purposefully designed and grounded in sound instructional frameworks, holds significant promise for improving student engagement and retention in mathematics education. The study provides a conceptual foundation and practical guidelines for educators seeking to implement gamified strategies effectively.
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