(Department of Mathematics Education, Universitas Malikussaleh, Aceh, 24355, Indonesia)
(2) Iryana Muhammad
(Department of Mathematics Education, Universitas Malikussaleh, Aceh, 24355, Indonesia)(3) Mutia Fonna
(Department of Mathematics Education, Universitas Malikussaleh, Aceh, 24355, Indonesia)(4) Nuraina Nuraina
(Department of Mathematics Education, Universitas Malikussaleh, Aceh, 24355, Indonesia)(5) Muliana Muliana
(Department of Mathematics Education, Universitas Malikussaleh, Aceh, 24355, Indonesia)(6) Hayatun Nufus
(Department of Mathematics Education, Universitas Malikussaleh, Aceh, 24355, Indonesia)(7) Muhammad Ali
(Department of Communication Sciences, Universitas Malikussaleh, Aceh, 24355, Indonesia)(8) Desi Armita
(Teacher of Mathematics, SMK Negeri 1 Nibong, Aceh Utara, Indonesia)*Corresponding author
AbstractLow motivation to learn mathematics is still a global challenge in modern education, although various pedagogical innovations have been developed to address it. One of the approaches that is now widely used is gamification, which is the application of game elements in the context of non-game learning to increase student engagement and motivation. This study aims to systematically examine how gamification is implemented in mathematics learning and evaluate its impact on students' learning motivation based on the results of international research published between 2010 and 2022. The study used a Systematic Literature Review (SLR) design with PRISMA guidance and the PICOC approach, searching articles from the Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, and ERIC databases. A total of 30 articles met the inclusion criteria after going through the identification, screening, and eligibility stages. The results of the synthesis showed that gamification consistently increased students' intrinsic motivation, engagement, and perseverance in learning mathematics with moderate to high effects. Elements such as points, badges, leaderboards, and challenges have been proven to strengthen students' sense of competence and autonomy, in accordance with the principles of Self-Determination Theory. However, its effectiveness is influenced by the game design, duration of the intervention, level of education, and cultural context. In conclusion, gamification has the potential to be an effective pedagogical strategy to increase motivation to learn mathematics, with practical implications for teachers, media developers, and education policies in creating a more engaging and meaningful learning environment.
KeywordsGamification; Learning Motivation; Mathematics Education; Game-Based Learning; Systematic Literature Review
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DOIhttps://doi.org/10.33122/ejeset.v6i2.1354 |
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Copyright (c) 2025 M Mursalin, Iryana Muhammad, Mutia Fonna, Nuraina Nuraina, Muliana Muliana, Hayatun Nufus, Muhammad Ali, Desi Armita
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