Evaluation of the Effectiveness of Computer-Based Gamification on Motivation and Mathematical Self-Efficacy among Elementary School Students

Document Type : Original Article

Authors

1 Assistant Professor, Department of Psychology and Educational Technology, Chabahar International University, Chabahar, Iran.

2 M.A. in Educational Science, International University of Chabahar, Chabahar, Iran

Abstract

The purpose of this study was to investigate the effectiveness of computer-based gamification on motivation and mathematical self-efficacy among elementary school students. This quasi-experimental research employed a pretest-posttest control group design. The statistical population consisted of all sixth-grade female students in Fanouj County during the 2024–2025 academic year. From this population, 30 students were selected through convenience sampling and were randomly assigned to experimental (n = 15) and control (n = 15) groups. After administering the pretest, the experimental group received computer-based gamification over twelve 60-minute sessions (once per week). All participants were assessed before and after the intervention using the Mathematics Learning Motivation Questionnaire (Ne’mati & Nouri, 2009) and the Mathematics Self-Efficacy Questionnaire (Liu & Koirala, 2009). Data were analyzed using descriptive statistics and univariate analysis of covariance (ANCOVA) with SPSS-27 software. The results indicated a significant difference between the experimental and control groups in the posttest stage regarding mathematical motivation and self-efficacy (P<0.001). Participants in the experimental group showed higher levels of mathematical motivation and self-efficacy compared to the control group. Based on these findings, computer-based gamification has a positive impact on improving students' mathematical motivation and self-efficacy, suggesting its potential as an effective educational approach for enhancing these outcomes.

Keywords

References

Abbaspoor, M. Dehghani, M. Javadipour, M. and Khodaie, E. (2025). The Effectiveness of of the Collaborative and Individual Gamification Method on the Math Performance of Third Grade Elementary School Students. Journal of Applied Psychological Research, 16(2), 133-146. [In Persian] https://doi.org/ 10.22059/japr.2025.376051.644922
Ablian, J. D & Parangat, K. B. (2022). Mathematics Anxiety and Mathematics Self Efficacy among Senior High School Students in Public Secondary Schools. International Journal of Computer Engineering in Research Trends, 9(2), 21-33. https://doi.org/ 10.22362/ijcert/2022/v9/i02/v9i0201
Alfiani, D. A. Nugraha, F. M. Mudiyanto, H., & Setiawan, D. (2023). The effects of online games on the students’ motivation and its implications in learning. Al Ibtida: Jurnal Pendidikan Guru MI, 10(1), 153-162. https://doi.org/10.24235/al.ibtida.snj.v10i1.11735
Amjad, A. I. Habib, M. Tabbasam, U. Alvi, G. F. Taseer, N. A & Noreen, I. (2023). The Impact of Brain-Based Learning on Students' Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology. International Electronic Journal of Elementary Education, 16(1), 111-122. [In Persian] https://doi.org/10.26822/iejee.2023.318
Antonio, J. M. A & Tamban, V. E. (2022). Effectiveness of gamification on Learner’s performance and attitude towards mathematics amidst the COVID-19 pandemic. United International Journal for Research & Technology, 3(3), 91-100. https://uijrt.com/articles/v3/i3/UIJRTV3I30013
Arens, A. K. Frenzel, A. C & Goetz, T. (2022). Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 90(3), 615-633. https://doi.org/10.1080/00220973.2020.1786347
Clemente, J. Kilag, O. K. Ypon, A. Groenewald, E. Groenewald, C. A & Ubay, R. (2024). Enhancing Mathematics Self-Efficacy: Intervention Strategies and Effectiveness–A Systematic Review. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 274-280. https://doi.org/10.5281/zenodo.11156710
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. routledge.
Daniel, K. Msambwa, M. M. Antony, F & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, e22733. https://doi.org/10.1002/cae.22733
Ebrahimipur, A & Bagheri, M. (2024). The effect of gamifying virtual classes on academic motivation and academic performance of students. Journal of New Thoughts on Education, 20(1), 7-20. [In Persian] https://doi.org/10.22051/jontoe.2022.38773.3567
Engelbrecht, J. Borba, M. C & Kaiser, G. (2023). Will we ever teach mathematics again in the way we used to before the pandemic?. ZDM–Mathematics Education, 55(1), 1-16. https://doi.org/10.1007/s11858%E2%80%91022%E2%80%9101460%E2%80%915
Hidayatullah, A & Csíkos, C. (2024). The Role of Students’ Beliefs, Parents' Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. The Asia-Pacific Education Researcher, 33(2), 253-262. https://doi.org/10.1007/s40299%E2%80%91023%E2%80%9100724%E2%80%912
Karamert, Ö & Vardar, A. K. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96-114. https://doi.org/10.31681/jetol.904704
Khayat Ghiasi, P. (2021). The Effects of Self-Efficacy Classroom-Based Strategies of Teachers on the Mathematics, Mathematical Self-Efficacy and Academic Performance of Junior High school Female Students in Ahwaz. Research in Mathematics Education, 1(1), 55-73. [In Persian] https://doi.org/20.1001.1.27834379.1399.1.1.5.4
Laksana, S. D., Setyosari, P., Praherdhiono, H., Kuswandi, D., & Jannan, D. (2024). The Effect of the Use of Digital Gamification and Metacognitive Skills on Students’ Mathematics Solving Ability. Pegem Journal of Education and Instruction, 14(3), 117-125. https://doi.org/10.47750/pegegog.14.03.11
Lee, J. Y. Pyon, C. U & Woo, J. (2023). Digital twin for math education: A study on the utilization of games and gamification for university mathematics‌ education. Electronics, 12(15), 3207. https://doi.org/10.3390/electronics12153207
Liu, X & Koirala, H. (2009). The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students. In: Proceedings of the NERA Conference. http://digitalcommons.lib.uconn.edu/nera_2009/30
Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13, 872147. https://doi.org/10.3389/fpsyg.2022.872147
Maghami, H. (2025). The Impact of Gamified AI-Driven Assessment on Collaborative Learning and Learning Performance of Students. Technology and Scholarship in Education, 5(1), 81-96. [In Persian] https://doi.org/ 10.30473/t-edu.2025.74118.1263
Maghfiroh, R. Setiawan, A. Saputra, A. A. Afifah, A & Darmayanti, R. (2023). MOVEON: Motivation, anxiety, and their relationship to mathematics learning outcomes. AMCA Journal of Education and Behavioral Change, 3(2), 44-47. https://doi.org/10.51773/ajeb.v3i2.271
McNeill, H & Polly, D. (2023). Exploring primary grades teachers’ perceptions of their Students’ mathematics self-Efficacy and how they differentiate instruction. Early Childhood Education Journal, 51(1), 79-88. https://doi.org/10.1007/s10643%E2%80%91021%E2%80%9101281%E2%80%913
Mohammadi, M. , Mohammadhasani, N. & Khoshneshin, Z. (2024). The Effect of Competition and Cooperation Gamification Elements On Learning and Motivation of Fourth-Grade Math. Research in Teaching, 12(1), 185-213. [In Persian] https://doi.org/10.22034/trj.2023.62834
Nadeem, M. Oroszlanyova, M & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
Nordmann, E. Hutchison, J & MacKay, J. R. (2022). Lecture rapture: the place and case for lectures in the new normal. Teaching in Higher Education, 27(5), 709-716. https://doi.org/10.1080/13562517.2021.2015755
Rose, S. Orangan, M. (2023). Game-based learning on students' motivation and academic achievement in science 9. Internationa Jornal of Multidisciplinary Research and Development, 10(2), 14-17. https://www.allsubjectjournal.com/assets/archives/2023/vol10issue2/10019%E2%80%91590.pdf
Samimi, Z. Qadri, E & jahandideh, J. (2024). The role of the amount of usage and attitude towards virtual social networks in predicting the vitality and academic satisfaction of students. Technology and Scholarship in Education, 4(2), 95-102. [In Persian] https://doi.org/10.30473/t%E2%80%91edu.2024.71880.1154
Ssemugenyi, F. (2023). Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities. Cogent Education, 10(1), 2187943. https://doi.org/10.1080/2331186X.2023.2187943
Thai, K. P. Bang, H. J & Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 28-51. https://doi.org/10.1080/19345747.2021.1969710
Yaftian, N &  Abdi, H. (2021). The Effectiveness of Teaching by Using Gamification on Mathematical Anxie-ty and Mathematical Motivation of Ninth Grade Students. Research in School and Virtual Learning, 9(1), 27-36. [In Persian] https://doi.org/ 10.30473/etl.2021.56709.3404
Yan, L. L. L. Effendi, M & Matore, E. M. (2023). Gamification Trend in Students’ Mathematics Learning Through Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 12(1), 433-461. https://doi.org/10.6007/IJARPED/v12%E2%80%91i1/15732
Zhao, Z. Ren, P & Yang, Q. (2024). Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender insights from a survey conducted in 3 universities in America. arXiv preprint arXiv:2404.11029. https://doi.org/10.48550/arXiv.2404.11029
Technology and Scholarship in Education
Volume 5, Issue 4 - Serial Number 18
December 2025
Pages 67-80

Files

History

  • Receive Date: 06 July 2025
  • Revise Date: 14 August 2025
  • Accept Date: 11 October 2025
  • First Publish Date: 15 October 2025
  • Publish Date: 22 December 2025

Share

How to cite

Statistics