1

Module Code and Title:

Assignment Title:

Student ID:

Submission Date:

Word Count:

A Study of Gamification in Mathematics Education: Literature Review and Curriculum design

2

1. Introduction

The innovation of mathematics education is one of the most important topics in the education field, and gamification as a pedagogical approach is attracting increasing attention, especially after the COVID-19 pandemic. Mathematics is a vast field in which the creativity inherent is difficult to convey by traditional curriculum. For instance, traditional “cramming” teaching always illustrate concepts and systematic formula, and expect students can apply the knowledge (Subramaniam, 2022). However, it is difficult for students to understand the true meaning of the concepts with the dull and mechanical learning process. Moreover, it may cause students have a negative stereotype for mathematics. On the contrary, with the popularity of online mathematics and the issues of students’ declining interests and problem-solving ability in mathematics, innovative teaching methods have become particularly important (Nadisa et al., 2022). Gamification is seen as an emergency approach to alleviate these challenges, which incorporates gamification elements into a non-game environment to motivate and help students learn (Alzahrani, & Alhalafawy, 2022; Ng & Lo, 2022). Gamification is seen as an emergency approach to alleviate these challenges, which incorporates gamification elements into a non-game environment to motivate and help students learn (Alzahrani, & Alhalafawy, 2022; Ng & Lo, 2022). For instance, during the remote teaching period due to COVID-19, gamification is the use of game mechanics and dynamics to enhance students’ engagement and learning outcomes in an online educational environment (Nieto-Escamez and Roldán-Tapia, 2021).

The paper will be divided into two parts. In the first part, a literature review on curriculum and gamification will be conducted. I will provide in-depth discussion of literature on curriculum, gamification, and gamification in mathematics education. In addition, I identify research gaps in the field of gamification and mathematics education. At the end of this chapter, I propose the theoretical framework. Subsequently, based on the theoretical framework of literature review, I will design a novel mathematics curriculum which involve mathematics elements to demonstrate the practical application and effects of gamification in mathematics education.

2. Literature Review

2.1 Curriculum

This section discusses curriculum, including definition, the prevalence of online courses and how curriculum links with gamification. Curriculum as a research field is elusive (Ornstein, 1987). In the dictionary, curriculum is often defined as a course offered by school (The Glossary of Education Reform, 2013). However, most individuals consider that curriculum is set by education institution or branches and refers to the lessons and academic content taught in a school or specific program. It also includes its knowledge and skills for what students are expected to learn (The Glossary of Education Reform, 2013). Therefore, they always have relative restrictive stereotypes for curriculum models (Sprandel, 1975). However, the appearance of online curriculum has further enriched the formation of curriculum, allowing learners allocate study times more flexibility (Turkmen, 2019). Meanwhile, online curriculum also provides the core guide to teaching and learning for all educators, as well as offer a platform to lean academic knowledge. The structure and mode of curriculum is the most important factor that affect students learning and promote teaching (Karamert, 2021).

3

Furthermore, objectives, materials, methods and assessments form the core of the curriculum,

which can effectively promote the unity of teaching and learning (ride.ri.gov, n.d.). In most cases,

courses are practice-oriented and advocate learning by practice (Sprandel, 1975), which is the major

reason for the popularity of online curriculum.

In the context of online curriculum, gamified education shows its unique advantages (Dinia, 2023). Gamification not only stimulates students' interest through the introduction of competition and

reward mechanisms, but also increases the dynamics and fun of learning through various interactive

activities (Dichev and Dicheva, 2017). Therefore, the integration of gamification strategies into

curriculum design can be regarded as an important supplement and innovation to the traditional

education model (Camacho-Sánchez et al., 2022).

2.2 Gamification

2.2.1 The Definition of Games

The characteristics of game are open to many interpretations thus, it is important to make a clear

and comprehensive definition of games. In general, games are characterized by a specific system of

rules and participants’ challenges for ultimate goals (Deterding et al., 2011). It always has a clear end

point where one or more players are declared the winners.

Games have evolved into specific categories (as shown in Figure 1), for instance, indoor games and

outdoor games, which are played indoors (homes or other similar structures) or in fixed areas

outside respectively (Bruce, 2011). Furthermore, based on the audience, games can be mainly

divided into children games, family games and adult games. In an educational context, games can be

defined as an organized activity, which have to occupy specific curriculum goals (Bragg, 2012).

Figure 1

Classification of Games (The Big Game Hunter, 2011)

2.2.2 Gamification in Education

This section discusses gamification in education and how gamification links with curriculum.

Gamification in education does not necessarily mean carrying out games while teaching, conversely,

it is through creating an atmosphere to make curriculum more interesting (Deterding et al., 2011).

The effectiveness of gamification lies in different aspects. First of all, gamification creates a positive [unreadable]

teaching environment (Bragg, 2007) which integrates gamification into the classroom to increase

student participation (Bragg, 2012) and improve students’ study behaviours (Bragg, 2007).

Furthermore, researchers point out that gamification can improve students problem-solving ability

by interactive discussions (Ernest, 1986). Because gamification is often designed to include

challenges and tasks that motivate students to take an active role in problem solving and provide

timely feedback during discussions (Camacho-Sánchez et al., 2022). Moreover, gamification is also

known as a diagnostic teaching tool. It links emotional factors with positive attitudes, so that

students can have a strong sense of the learning content (Bragg, 2012).

Gamification is more suitable for online than physical learning environment (Abdullah et al., 2023).

In the online environment, in order to increase user experience, designers try to use the elements of

game design to attract learners immersed into learning environment and guide them to learn

(Ofosu-Ampong, 2020). The introduction of digital and the integration of gamification into each

curriculum aim to improve learning for specific areas. For instance, gamification is effective to

diminish learners’ anxiety, making their individual ability and task difficulty level at the same level

(Zeybek & Saygi, 2024), and thus improve their study motivation.

There are five elements of gamification: mechanics, dynamics, aesthetics, story, and technology (Zeybek & Saygi, 2024). In the selection of gamification elements, teaching content and students’ adaptability at different stages should be considered. Taking mechanics as an example, it refers to toolbox of gamification and is an important condition for the formation of gamifications (Schobel et al., 2020). For instance, it is important to adopt reasonable game mechanisms, such as badges, levels and points. (Zeybek & Saygi, 2024).

Furthermore, dynamics and aesthetics, are the emotions and

feelings of students in the process of education (Zichermann & Cunningham, 2011). In addition, story

is considered to be the creation of related curriculum for students to participate with goals (Zeybek & Saygi, 2024). While technology is the material adapted in the process of gamification (Kim et al., 2018). These elements can apply to curriculum design, using reward, competition and feedback to

design and determine teaching activities consistent with learning objectives. These gamification

elements have become an indispensable part of curriculum to further activate students interests and

participation. Therefore, gamifications can bring huge benefits, making monotonous activities more

interesting and enhancing the attractiveness of courses (Ofosu-Ampong, 2020).

Existing studies mainly focus on the effectiveness of gamifications and learners’ motivation for

participation. However, it is worth further exploration on the effect of long-term intervention in

gamifications learning and whether learning outcomes can be effectively improved under the

condition of improving learning motivation. Criticisms of gamification in educational environments

include the variability of the effects of gamification, which may be effective in the short term but

gradually diminish as students become accustomed to the game elements and the novelty effect

wears off. Furthermore, the same gamification design cannot be applied to every participant,

because even under the same conditions, people’s perceptions and preferences may vary to some

extent (Rodrigues et al., 2022).

2.3 Gamification in Mathematics Education

2.3.1 The Development and Uses of Gamification in Mathematics Education

This section explores the development of gamification in mathematics education and its application at different ages. Mathematics education covers different topics and concepts. The introduction of gamification lead mathematics education more vivid (Piñero Charlo et al., 2022; Velychko et al., 2023). Different methods are constantly updated and adjusted according to the students different ages and needs, so students are able to find the best rhythm for themselves (Alt, 2023). When considering the motivation of using computers and students’ interests, using the internet on smart board allow students have more possibility through text, video, and animation (Türkmen, & Soybaş, 2019). For primary school students, basic mathematics calculation is important for students to improve their proficiency and test results in mathematics (Alt, 2023). During the teaching process, the use of electronic equipment can lead students to start with the lowest difficulty of sudoku, a training activity that requires participants to fill a 9*9 grid with numbers so that each row and column contains all the numbers from 1 to 9 (sudoku.com, n.d.), which increase the reasoning thinking. At the same time, using the game of “sokoban”, students need to take on the role of warehouse workers, with the goal of pushing boxes scattered throughout to their designated storage locations (Wikipedia, 2021). This training can change another way of thinking to reasoning (Hu, 2019). Through different games, leading students thinking to be multi-directional, maintain the enthusiasm for mathematics. For middle school students, geometry is the major knowledge has a strong abstraction, students cannot form a clear concept when study this chapter. For example, in the proces of triangle learning, teacher can present the animation mode through computer technologies, and constantly make three-dimensional changes to discuss differences of each triangle (Xiao, 2021). Analyzing different types of triangle and the differences in angles can increase their participation in the class during the interaction process, attend the class with question, and increase their interests in the knowledge to be received. However, because of characteristics of students, a single gamification cannot keep interests. Therefore, the combination of traditional teaching mode and gamification mode can maximize the classroom effect.

2.3.2 Effects of Gamification in Mathematics Education

Gamification is gradually becoming an indispensable part of students’ study. Specifically, gamification can successfully strengthen students’ study motivation, making them more creative in mathematics thinking, and use diversified methods to solve different mathematics problems (Rahayu et al., 2022). Another function of gamification is transferring difficult problems interesting and easy to understand through gamifications education. Students of different ability levels can also participate in the class to become the best version of themselves. Therefore, the students can have personalized requirements for themselves and positive attitudes towards their learning (Karamert & Kuyumcu, 2021). Due to the diversity and change of gamifications, students’ ability to adapt and cope with emergencies in daily life can be strengthened. If the application and applicability of gamifications are not enough (Bragg, 2022), students over-indulge in gamifications activities and neglect professional knowledge learning, the outcomes cannot be improved. In addition, most of gamifications elements depend on the availability of networks, platforms and devices. It also requires a reasonable system, otherwise, it may interrupt the learning process.

2.4 Research Gaps

The maintenance and update of gamifications platform worth consideration. Most research considered gamification platforms developed in the current textbook. However, due to the updating and duplication of textbook version, the sustainability of gamifications platform can be an important topic. In addition, due to the particularity of mathematics, some of its major knowledge point like calculus and linear algebra, are rarely applied to such abstract mathematics concepts in gamification.

2.5 Theoretical Framework

I consider four aspects of using gamification in mathematics education as summarized by Zeybek and Saygi (2024): why, where, when and how.

2.5.1 Why to Use Gamification in Mathematics education

In the context of mathematics education, research using gamifications have different purposes. These studies used a variety of interventions to explore the effects of gamifications on students’ academic achievement, motivation and engagement (Zeybek & Saygi, 2024). Figure2 proposes a conceptual model to connect these relationships. Gamification is closely related to motivation and has a positive impact on learners’ study and behaviours (Buckley et al., 2018). The introduction of online curriculum has a positive effect on the class which certificate the related component of motivation will influence students. In addition, user engagement is also related to gamifications.

Lower participation is often considered as an issue that needs to be addressed through external gamifications element. Medals, scores, and leaderboards can provide feedback through competition to improve students’ engagement.

Figure 2

Conception model ( Ivan et.al, 2023, p813)

Motivation

Behavioural Engagement / Disengagement

Cognitive / Metacognitive Strategies

Academic performance

2.5.2 Where to Use Gamification

The use of gamifications is mainly in the areas of geometry in mathematics curriculum. The essay will explore the possibility of incorporating gamifications into one specific topics. From kindergarten to college, under the influence of different environment and the particularly of geometry, early

geometry learning and having its motivation have a significant influence for study (Zeybek, 2024).

The introduction of gamifications elements into geometry classes in universities also increase motivation, where teacher create virtual animation environment to emphasise students’ use of geometry, thus providing opportunities for teaching (Kaufmann, n.d.). Such virtual animation environment both adapt teaching knowledge points.

2.5.3 When to Use Gamification

According to the students’ thinking maturity and acceptance ability, gamification is mostly applied into primary school curriculum. Zeybek and Saygi (2024) reported that there are 187 studies indicate that primary teachers apply gamifications in classrooms, and examine their influence. However, in middle school, gamification was used in 49 studies, mainly to solve complicated problems, while few gamification elements are applied into childhood and university teaching (Zeybek & Saygi, 2024).

2.5.4 How to Use Gamification

How to integrate gamification into mathematics learning environment is a key point. Learning environment is defined as using various approaches into teaching (Zeybek & Saygi, 2024). Learning environment often include online learning, reverse learning and most traditional face-to-face teaching. Online environment is the most popular and common way, one of the examples is MOOC, which is an open-end and age-neutral platform open to all mathematics learners. Educators uses gamification to encourage students to participate in learning and improve their motivation.

3.0 Curriculum design and development component

Based on the literature review and theoretical framework, this section illustrates the curriculum design that uses gamification in mathematics education. The following subsections present the main components of the curriculum. The curriculum targets at the primary school students, while geometry is the main theme. The design considers the five essential elements of gamification: mechanics, dynamics, aesthetics, story, and technology, to give a deep and thus meaningful for learning (Zeybek & Saygi, 2024).

3.1 Five Elements in Mathematics Education

3.1.1 Mechanics

The curriculum will employ the following game mechanics to motivate and engage students:

Points: Students will earn points for completing tasks, challenges, and quizzes. Points will serve as a tangible reward for their efforts and progress.

Badges: Students will receive a badge whenever they attain a particular milestone or show superior grasp of geometric ideas. Badges will symbolize their success and drive their ambitions at the same time.

Leaderboards: Students' progress and the achievements will be on the leaderboard, thus, they can compare their performance with the peers. This, as a consequence, will stimulate the healthy competition among students and will help them to be ambitious.

8

Levels: The curriculum will be organized into levels of varying difficulty so that students can proceed at their own speed. Each level start with the introduction of new concepts and challenges and the process of learning will be gradual and plannable.

3.1.2 Dynamics

The curriculum will incorporate the following dynamics to create an interactive and engaging learning environment:

Challenges: Students will be confronted with more complicated geometric problems and puzzles that are guided by the use of critical thinking and problem solving skills. These challenges will be tailored to push students out of their comfort zone and inspire them use their knowledge in new problems.

Collaboration: Students will have an opportunity to share ideas and collaborate as a team to solve problems and finish projects. Learning will be promoted through joint activities, which will involve communication, teamwork, and peer learning, in general, strengthening the process of learning.

Feedback: Students will get instant feedback on their progress and grades. Such feedback will be possible via the online platform, as well as interaction with teachers and peers. Such feedback will assist students obtain an insight as to how they could better, as well as congratulate themselves on their accomplishments.

3.1.3 Aesthetics

The curriculum will feature an engaging and visually appealing design to capture students' attention and create a positive learning environment:

Characters: The curriculum will take on friendly approach with characters that the students can relate to and guide them through the learning process. These characters will be like teachers, they will give explanations, encouragement, and support along the course of the geometric adventure.

Animations: Geometric concepts will be illustrated through interactive animations and visualizations. These animations, among many others, will convert complex ideas into simple components; thus, the students will find learning more accessible and engaging.

Themes: The plan will focus in an holistic way and embed the theme throughout the learning process, say for instance: geometry adventure or city constructor game. The theme will be the vehicle that will connect all the different parts and components of the curriculum giving the immersive and exciting learning experience.

3.1.4 Story

The curriculum will be structured around a compelling narrative that provides context and meaning to the learning process:

Plot: Students will be engaged in a fascinating mathematical adventure, where they will solve tasks, overcome difficulties and accomplish new feats on their way through the curriculum. The story will

be tailored to capture the attention and maintain the motivation of the learners all along the learning process.

Context: The story will give the mathematical concepts a context that will be meaningful for students. Through putting the learning into a narrative which is relevant and beloved by the students, they are going to find it easier to understand and to remember it as well.

Characters: Students will get to talk to a set of characters who will be giving advice, motivations and feedback to them. These characters will act as role models and advisers, showing the way to the students through the challenges and joy of success.

3.1.5 Technology

The curriculum will leverage technology to enhance the learning experience and provide students with an interactive and personalized learning environment:

Platform: The curriculum will be delivered through online platform which can be accessible on computer or tablets. The website will be simple to navigate and it should feel natural to students so that they can use it with ease.

Interactivity: The platform will contain many interactive elements that include drag and drop exercises, virtual manipulatives, and simulations. These interactive features will engage the students into the learning process and give them a chance to work with geometric concepts in a concrete manner.

Adaptive Learning: The platform would employ personalized learning methods which using adaptive learning algorithms would be used for all the students. Having the platform being aligned by a student's progress and performance, it is aimed at having individualized challenges that supports and sends feedback, thus meaning no student will be assigned the level that is below him, or using too much effort to the level that is above him.

3.2 Curriculum Mapping

The curriculum will be mapped into the scheme of work that will lasts 12 weeks. The weekly units will be centered around a particular geometrical concept. There will be instructions, practices and quizzes that will help the students understand the matter better.

Week Topic Activities Assessment

1 Introduction to Geometry Shape recognition, Basic vocabulary Quiz

2 Lines and Angles Identifying lines and angles, Measuring angles Challenge: Angle hunt

3 Triangles Classifying triangles, Triangle construction Quiz, Badge: Triangle master

4 Quadrilaterals Identifying quadrilaterals, Properties of quadrilaterals Challenge: Quadrilateral puzzle

5 Polygons Naming polygons, Interior angles of polygons Quiz, Badge: Polygon explorer

6 Circles Parts of a circle, Circumference Challenge: Circle design

7 3D Shapes Identifying 3D shapes, Nets of 3D shapes Quiz, Badge: 3D shape architect

8 Symmetry Line symmetry, Rotational symmetry Challenge: Symmetry art

9 Tessellations Creating tessellations, Tessellation patterns Quiz, Badge: Tessellation designer

10 Coordinate Geometry Plotting points, Shapes on a coordinate plane Challenge: Coordinate treasure hunt

11 Transformations Translations, Reflections, Rotations Quiz, Badge: Transformation wizard

12 Final Project Designing a geometric city Presentation, Final badge

Table 1: Curriculum mapping table

3.3 Lesson Plan Example: Week 3 - Triangles

Objectives:

• Students will classify triangles based on side length and angle type.

• Students will construct triangles using virtual manipulatives to solidify understanding of geometric properties.

Materials Needed:

• Access to the online learning platform with interactive activities.

• Virtual manipulatives for constructing and manipulating triangles.

Activities:

1. Introduction: Short introduction regarding triangles in geometry and their practical applications.

2. Interactive Lesson: Show various kinds of triangles and their characteristics by means of animation.

3. Hands-on Activity: Students apply dragging and dropping to create different triangles, check out various angles and sides.

4. Gamified Challenge: A time-based puzzle in which students try to pick out and build specific triangles to get points.

5. Story Integration: Students assist a character in a story to use the correct type of triangle to solve an issue such as building a bridge or designing a roof.

Assessment:

• Immediate Feedback: After each activity, students receive instant feedback on their constructions and classifications.

• Badge Awarding: Students who successfully complete all challenges receive the "Triangle Master" badge.

• Quiz: A short quiz at the end of the lesson assesses understanding of triangle properties and classifications.

This lesson design takes advantage of gamification strategies to make learnings about triangles enjoyable, captivating and thus, efficient. Through its incorporation of mechanics, movement, attractiveness, narrative and technology the program generates an educational environment which promotes more in-depth understanding of geometry and engages students to participate and appreciate the world of mathematics.

3.4 Implications and Suggestions for Educators and Students

The suggested game-based mathematics curriculum provides an innovative way to boost student involvement, motivation, and achievement. Both educators and learners need to keep in mind the benefits and challenges of its employment. Gamified curricula require a shift in the whole teaching philosophy of educators. They must be ready to co-opt technology and interactive learning platforms (Ofosu-Ampong, 2020; Zeybek & Saygi, 2024). Successful implementation as such requires thoughtful planning, design, and fitting of game elements in accordance with the learning outcomes (Schobel et al., 2020). Additionally, teachers must take into consideration the variability in the preferences and perceptions of students when planning out gamification elements (Rodrigues et al., 2022).

To make sure that the curriculum performs at the highest level, teachers should be given enough training and assistance with regard to gamification techniques, technology tools, as well as facilitation of collaborative and interactive learning models (Camacho-Sánchez et al., 2022). Regular monitoring and evaluation of the curriculum's effectiveness is imperative because the novelty of gamification might fade over time (Rodrigues et al., 2022). For students, a game-based learning system may present both new possibilities and obstacles. Although the interactive and involving curriculum could contribute to the development of motivation and active learning (Dichev & Dicheva in 2017; Zeybek & Saygi in 2024), some students might find the gearing parts diverting or a lot to handle, especially if they were used to the traditional manner of teaching.

The students are expected to be equipped with the ability to adopt a more self-reliant and collaborative learning process where the curriculum emphasizes problem-solving, group tasks, and peer learning (Bragg, 2012; Camacho-Sánchez et al., 2022). They could find themselves managing time, self-regulation, and other metacognitive skills, which will be useful in the process of understanding the online platform and adaptive learning algorithms. Furthermore, educators and students must take into consideration the variability in the preferences and perceptions of students when planning out gamification elements (Rodrigues et al., 2022).

The featured game-based mathematics curriculum is one of many efforts using game elements, technology, and student-driven interactive practices in geometry teaching for the primary

4.0 Conclusion

students. Through employing mechanics, dynamics, aesthetics, story and technology, the curriculum

is aimed at increasing student engagement, enthusiasm, and academic performance (Zeybek &

Saygi, 2024; Buckley et al., 2018). Nonetheless, this new curriculum may face several challenges

as educators need to be trained, evaluation needs to be ongoing, and potential equity and accessibility

issues need to be tackled (Camacho-Sánchez et al., 2022; Turkmen, 2019). Another important thing

to bear in mind is that students might have different preferences and the gamification novelty effect

can quickly wear off with time (Rodrigues et al., 2022). Although the designed curriculum provides a

modern approach to mathematics education, its success will ultimately lie with the interactive fusion

of gamification elements with sound pedagogical practices, regular monitoring, and the responsive

adjustment to the students' requirements and preferences.

References

Abdullah Al-Badi, Nabahan Al Harassi and Hussain Alkhharusi (2023). Objectives of Using Massive Open Online Courses (MOOCs) by Omani Teachers During the Covid-19. pp.119–132.

https://doi.org/10.1007/978-981-99-1927-7_10.

Alt, D. (2023). Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation. Computers and Education, 200, 104806-

https://doi.org/10.1016/j.compedu.2023.104806

13

Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits and challenges of using gamification across distance learning platforms at higher education: A systematic review of research studies published during the COVID-19 pandemic. Journal of Positive School Psychology, 6(10), 1948-1977.

Bragg, L. A. (2007). Students’ conflicting attitudes towards games as a vehicle for

Bragg, L. A. (2012). Testing the effectiveness of mathematical games as a pedagogical tool for children’s learning. International Journal of Science and Mathematics Education, 10(6), 1445–1467.

Brating, K. and Kilhman, C. (2021). The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks. Scandinavian Journal of Educational Research, pp.1–16. https://doi.org/10.1080/00313831.2021.1897879.

Buckley, J., DeWille, T., Exton, C., Exton, G., & Murray, L. (2018). A gamification–motivation design framework for educational software developers. Journal of Educational Technology Systems, 47(1), 101–127. https://doi.org/10.1177/0047239518783153

Camacho-Sánchez, R., Rillo-Albert, A. and Lavega-Burgués, P. (2022). Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation. Applied Sciences, 12(21), p.11214. doi:https://doi.org/10.3390/app122111214.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040

Dichev, C. and Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1). doi: https://doi.org/10.1186/s41239-017-0042-5

Dina, I. (2023). How To Use Gamification In eLearning For Maximum Engagement And Effectiveness. https://elearningindustry.com/how-to-use-gamification-in-elearning-for-maximum-engagement-and-effectiveness

Doabler, C. T., Clarke, B., Kosty, D., Sutherland, M., Turtura, J. E., Firestone, A. R., Jungjo han, K. (2022). Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties. Journal of Educational Psychology, 114(3), 560–575. https://doi.org/[unreadable]

Hu, J. (2019). [unreadable]. [The application of gamification in mathematics education in primary schools]

Hunicke, R., Leblanc, M. and Zubek, R. (2004). MDA: A Formal Approach to Game Design and Game Research. [online] pp.1–5. https://users.cs.northwestern.edu/~hunicke/MDA.pdf.

Iván Miguel García-López, Acosta-Gonzaga, E. and Ruiz-Ledesma, E.F. (2023). Investigating the Impact of Gamification on Student Motivation, Engagement, and Performance. Education Sciences, 13(8), pp.813–813. doi:https://doi.org/10.3390/educsci13080813.

Karamert, Ö., & Kuyumcu Vardar, A. (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

Kaufmann, H. (n.d.). Virtual Environments for Mathematics and Geometry Education. https://files.eric.ed.gov/fulltext/EJ1131459.pdf.

Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification in learning and education. Springer.

Learners, G., Leong, B., & Luo, Y. (n.d.). TLHE 2011 | Leong & Luo Sustaining Student-centric Higher Education: Embracing Diversity and Empowering APPLICATION OF GAME MECHANICS TO IMPROVE STUDENT ENGAGEMENT. Retrieved April 30, 2024 https://www.comp.nus.edu.sg/~bleong/teaching/tlhe2011-game.pdf

Ng, L. K., & Lo, C. K. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14(9), 5428. https://doi.org/10.1007/s10639-022-11122-4

Nieto-Escamez, F.A. and Roldán-Tapia, M.D. (2021). Gamification as Online Teaching Strategy During COVID-19: A Mini-Review. Frontiers in Psychology, 12. doi:https://doi.org/10.3389/fpsyg.2021.648552.

Ofosu-Ampong, K. (2020). The Shift to Gamification in Education: A Review on Dominant Issues. Journal of Educational Technology Systems, 49(1), 113–137.

Piñero Charlo, J. C., Belova, N., Quevedo Gutiérrez, E., Zapatera Llinares, A., Arboleya-García, E., Swacha, J., ... & Carmona-Medeiro, E. (2022). Preface for the special issue “trends in educational gamification: challenges and learning opportunities”. Education Sciences, 12(3), 179.

Ornstein, A.C. (1987). The Field of Curriculum: What Approach? What Definition? The High School Journal, 70(4), pp. 208–216.

15

Rahayu, F. S., Nugroho, L. E., Ferdiana, R., & Setyohadi, D. B. (2022). Motivation and engagement of final-year students when using e-learning: A qualitative study of gamification in pandemic situation. Sustainability, 14(14), 8906.

ride.ri.gov. (n.d.). Curriculum Definition.

Rodrigues, L., Pereira, F.D., Toda, A.M., Palomino, P.T., Pessoa, M., Carvalho, L.S.G., Fernandes, D., Oliveira, E.H.T., Cristea, A.I. and Isotani, S. (2022). Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, 19(1). doi:https://doi.org/10.1186/s41239-021-00314-6.

Rojo, M., King, S., Gersib, J., & Bryant, D. P. (2022). Rational number interventions for students with mathematics difficulties: A meta-analysis. Remedial and Special Education.

https://doi.org/10.1177/07419325221105520

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Psycnet.apa.org. https://psycnet.apa.org/record/2000-13324-007

Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159.

Schobel, S.M., Janson, A. and Söllner, M. (2020). Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. European Journal of Information Systems, 29(6), pp.1-28. https://doi.org/10.1080/0960085x.2020.1796531.

The Big Game Hunter. (2011). Classification of Games. https://thebiggamehunter.com/classification-of-games/.

The Glossary of Education Reform. (2013). Curriculum Definition. https://www.edglossary.org/curriculum/

Sprandel, D. (1975). A Definition of Curriculum. Improving College and University Teaching, 23(3), pp.180–183. https://doi.org/10.1080/00193089.1975.9930410.

Subramaniam, K. (2022). The Unfinished Agenda of Mathematics Curriculum Reform. In Learning without Burden (pp. 282-304). Routledge India.

Turkmen, G. P., & Soybaş, D. (2019). The Effect Of Gamification Methodology On Students' Achievements and Attitudes Towards Mathematics. Bartın University Journal of Faculty of Education, 8(1), 258-298

Velychko, V. Y., Fedorenko, E. G., Kaidan, N. V., & Kaidan, V. P. (2023). The Use of Immersive Technology in the Study of Mathematical Logics in Secondary School.

Wikipedia. (2021). Sokoban. https://en.wikipedia.org/wiki/Sokoban.

16

Xiao, Y. (2020). Tanju youxihua jiaoxuemoshi zai chuzhogshuxuezong yingyong [Examining the application if gamification in mathematics education in middle schools]. Zhongxiaoxue Jiaoyu, 33

Zeybek, N., & Saygi, E. (2024). Gamification in Education: Why, Where, When, and How?—A Systematic Review. Games and Culture, 19(2), 237–264.

https://doi.org/10.1177/15554120231158625

Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media.

Appendix A: Sample Sudoku Puzzles Used in the Study

Sudoku.com

Appendix B: Sample Sokoban puzzle Used in the Study

17

A Sokoban puzzle being solved