Abstract
Gamification is becoming very popular in the field of education (Alsawaier, 2018) as a tool to encourage student’s motivation (Deci & Ryan, 2020) and engagement (Groccia, 2018). A gamified experience was designed and implemented in a High School Mathematics course during the whole academic year to promote mathematical skills, such as critical thinking, problem-solving and mathematical communication. This paper describes the main game’s elements incorporated into the course and the first findings of the qualitative study. We outline students' perceptions about their behavioural changes caused by gamification regarding engagement, motivation and mathematical learning outcomes. The value of immediate feedback was brought up by the students. We also underline the benefits of digital technologies in developing this kind of experience.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 13th Congress of European Research on Mathematics Education - CERME-13 |
| Number of pages | 32 |
| Publication status | Published - 2024 |
Fields of science
- 503 Educational Sciences
- 503007 Didactics
- 503008 E-learning
- 503013 Subject didactics of natural sciences
- 503015 Subject didactics of technical sciences
- 503032 Teaching and learning research
JKU Focus areas
- Digital Transformation