Gamification in the Learning of Mathematics in University Students

Abstract

In the framework of continuous improvement of university education, the corresponding bodies are attentive to the good practices detached by the agents that comprise them. In this study, gamification in the mathematics learning process is described from the perspective of 286 students identified by non-probabilistic intentional sampling. Under these arguments, the methodology of the study is non-experimental, descriptive ex-post-facto level; the data for the analysis were collected in two stages: first moment in an instantaneous way to be able to perceive directly the gamification in the learning of mathematics through the Mentimenter tool; in second moment, the questionnaire was applied with 33 items composed of three dimensions: dynamics, mechanics and component from the contributions of Kevin Werbach. The results attributed to the study show that gamification, from the student's perspective, is a dynamic tool for the learning of previous concepts of Basic Mathematics and Mathematical Complements in the first academic semesters; in addition, the teacher plays the role of facilitator and the student responsibly manages his space and learning environment.

Math Gamification and ICT for University Learning: Systematic Review Article

“…Progress monitoring through digital platforms allows personalized adaptation of teaching. Overall, ICT-supported math gamification transforms mathematics learning (Melgar et al, 2021), making it more motivating, interactive and tailored to the individual needs of students.…”

“…Also, technological resources allow the creation of personalized educational experiences (Fraga Varela et al,2021), where students can advance as their own pace, explore areas of interest and receive specific feedback. This contributes to a more meaningful and lasting learning, as the diversity of students' abilities and preferences are addressed (Del Olmo-Muñoz et al, 2023) and (Melgar et al, 2021). This work is justified by the importance that lies in the overwhelming existing information on how to improve the educational quality of teaching, it means, learning with innovation using technology as an ally to the development of learning and professionalization according to academic disciplines.…”

Gamification in mathematics education: a bibliometric analysis

“…The term "gamification" refers to the application of "game qualities," as described by the "Bedwell taxonomy," to an activity that is not itself a game (Landers, 2014). From the point of view of the learner, gamification is an interactive instrument for the acquisition of prior mathematical concepts, including those of Basic Mathematics and Mathematical Components (Salvatierra Melgar et al, 2021).…”