The Influence of Gamification on High School Students’ Motivation in Geometry Lessons

Abstract

The primary aim of this study is to introduce a didactic programme that incorporates gamification in geometry classes for high school students. The purpose of this programme is to boost students’ motivation towards learning. In the present educational scenario, the role of information and communication technologies (ICT) is paramount. Gamification has the potential to enhance the learning process by integrating game elements into non-game environments. This approach is deemed necessary as emotional factors in teaching may not lead to meaningful learning and improved academic performance. The research methodology employed a mixed approach and a pre-experimental design with pre- and post-test measurements. The sample comprised 45 10th grade students from a subsidised private high school in the Biobío Region of Chile. The study took 10 months and evaluated the factors of motivation, academic achievement, and lexical availability. Results showed a 23% increment in students’ knowledge, as proven by pre- and post-tests. The findings suggest an improvement in students’ perception regarding geometry and a significant improvement in academic performance. Furthermore, it has been confirmed that there is a noteworthy correlation between the group’s overall motivation and their academic performance, supporting gamification as an effective pedagogical strategy.

Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons

“…A study by Morawski and Wolff-Seidel [44] also shows that video games in geography education have a high potential for promoting deeper understanding, but the games must be thematically appropriately embedded in the lesson [44]. Digital games can increase motivation and engagement in the classroom; this finding should not be ignored [2,9,12,16,33,77].…”