Gamified Learning in Selected Business Mathematics Topics: A Mixed Methods Approach

Abstract

In the 21st century, numerical and problem-solving skills are crucial, yet many Filipino students struggle in these areas, prompting the need for effective educational interventions. Gamification, integrating game design elements into learning, has shown a potential to enhance student engagement and skills, although previous research provides mixed results. This study aimed to explore the effects of online gamification in teaching mathematics to Grade 12 Filipino students, focusing on its benefits and challenges. Using a mixed-method convergent design, the study involved 94 students who were assessed through pretest and post-test evaluations. Z-tests, paired t-tests, and t-tests for two independent samples were used to measure performance changes. Interviews were conducted and analyzed through Miles and Huberman’s Thematic Framework to understand students’ experiences. Findings revealed that the experimental group, which used online gamification, showed significantly more improvement in pre-and post-test scores than the control group. However, post-test performance levels between both groups were similar, indicating that gamification is as effective as traditional teaching methods in the long term. Despite challenges such as connectivity issues and limited computer skills, students reported positive experiences with gamification, including increased enjoyment, enhanced motivation, personalized progression, and reduced pressure. The study underscores that while online gamification can boost student engagement and initial learning outcomes, its effectiveness is comparable to traditional methods over time. To optimize its benefits, improvements in digital infrastructure, more platform options, and enhanced computer literacy training are recommended. Overall, online gamification holds promise as a valuable educational tool, particularly for initial learning phases.