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Gamit! Icing on the Cake for Mathematics Gamification

Author

Listed:
  • Elvira G. Rincon-Flores

    (Institute for the Future of Education, Tecnologico de Monterrey, Monterrey 64849, NL, Mexico)

  • Brenda N. Santos-Guevara

    (Center for Professional Development and Educational Partnership, Campus Monterrey, Tecnologico de Monterrey, Monterrey 64849, NL, Mexico)

  • Lizette Martinez-Cardiel

    (Department of Applied Pedagogy, Universidad Autónoma de Barcelona, Bellaterra, 08193 Barcelona, Spain)

  • Nadia K. Rodriguez-Rodriguez

    (Carrera de Ingeniería de Sistemas, Universidad de Lima, Santiago de Surco 15023, Peru)

  • Hernan A. Quintana-Cruz

    (Carrera de Ingeniería de Sistemas, Universidad de Lima, Santiago de Surco 15023, Peru)

  • Alberto Matsuura-Sonoda

    (Innovación Educativa, Universidad de Lima, Santiago de Surco 15023, Peru)

Abstract

Gamification has permeated education as a strategy to improve the teaching-learning process. Research shows that gamified reward systems based on badges, leaderboards, and avatars modifies the learning environment and student attitudes. This research aimed primarily to assess the change in attitude towards mathematics in high school students through a gamified methodology involving a reward system managed through a web platform called Gamit! This platform was developed by professors from two Latin American universities to manage gamification in a way that ensured that the anonymity of the class rankings was maintained. A mixed (QUAN-Qual) and quasi-experimental methodological approach was used for this study; two questionnaires were applied to 454 high school students and a focus group was performed with a group of seven professors. The quantitative analysis was processed with SPSS and consisted of ANOVAS and post hoc tests for more than two samples, while the focus group analysis was performed through inductive analysis. Results show benefits for professors and learners. Students improved their attitudes toward mathematics, reducing anxiety and improving willingness, while professors found a dynamic and optimal way to manage gamification on Gamit!

Suggested Citation

  • Elvira G. Rincon-Flores & Brenda N. Santos-Guevara & Lizette Martinez-Cardiel & Nadia K. Rodriguez-Rodriguez & Hernan A. Quintana-Cruz & Alberto Matsuura-Sonoda, 2023. "Gamit! Icing on the Cake for Mathematics Gamification," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:2334-:d:1048471
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    References listed on IDEAS

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    1. Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero & Laura Guerrero-Puerta & José M. Aguilar-Parra & Rubén Trigueros & Antonio Alias, 2021. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    2. Roberto A Abreu-Mendoza & Yaira Chamorro & Mauricio A Garcia-Barrera & Esmeralda Matute, 2018. "The contributions of executive functions to mathematical learning difficulties and mathematical talent during adolescence," PLOS ONE, Public Library of Science, vol. 13(12), pages 1-21, December.
    3. Ozen, Cagla & Owaishiz, Abdalilah & Dabic, Marina & Daim, Tugrul, 2023. "Exploring entrepreneurship in the academic environment," Technology in Society, Elsevier, vol. 72(C).
    Full references (including those not matched with items on IDEAS)

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