Gamified Learning Environment in

Improving the Engagement and

Mathematical Problem-Solving Ability
of Grade 7 Students
Jessica J. Corpuz-Sanchez; Allen E. Pasia; 1 Pagbilao
National High School et al.

2023

Structured summary

Snapshot

This study explores the effectiveness of a gamified learning

environment in mathematics education, revealing positive
implications on students' perception, motivation, confidence, and
performance.

Key findings
 The study found that students positively perceived the gamified learning environment
in mathematics, with a significant improvement in their mathematical problem-solving
ability after exposure to the gamified learning environment. There was also a significant
relationship between the perceived level of students in attending gamified learning
environment and student engagement.
 The key findings of the study include:
 Students generally accepted feedback in the gamified learning environment in
mathematics positively with strong agreement in all the statements.
 Students are motivated by their rankings, responsive to challenging activities, seek
recognition through achievements, but also experience some pressure under time
constraints.
 Collaboration in the gamified learning environment positively affects students'
engagement, confidence, relaxation, and problem-solving ease in Mathematics.
Objectives
The study aimed to determine the relationship and impact of the gamified learning
environment on improving the engagement and mathematical problem-solving ability of
grade 7 students.

Methods
The study used a correlational research design and a pre-experimental research design.
Surveyed questionnaires were used to determine how students perceived gamified learning
environment in mathematics and the level of students’ engagement after exposure to
gamified learning environment, as well as validated pretest and posttest for mathematical-
problem ability.

The study employed a gamified learning environment in a mathematics class, where

students received advance copies of lessons and examples of mathematical problems,
communicated with classmates during group activities, earned badges, and participated in
activities with time pressure, points, badges, music, and leaderboard.

The study used a gamified learning environment in Mathematics, which included game
elements such as rewards, challenges, leaderboard, music, and time pressure. The students
participated in various activities, including Quizizz, snake and ladder, stop the dance with a
twist, and raise the flag challenge.

The study used a statistical analysis to compare the mathematical problem-solving ability of
students before and after exposure to a gamified learning environment.

Results
The results showed that students positively perceived the gamified learning environment in
mathematics, with a significant improvement in their mathematical problem-solving ability
after exposure to the gamified learning environment. There was also a significant
relationship between the perceived level of students in attending gamified learning
environment and student engagement.

The results of the study are presented in terms of mean scores, standard deviations, and
verbal interpretations of feedback indicators from students' perceptions in a gamified
learning environment in mathematics. The results show positive acceptance of gamified
learning environment in terms of challenges, collaboration, and behavioral engagement.

The results of the study show that:

Students' mathematical problem-solving ability significantly improved after exposure to a

gamified learning environment.

There is a positive correlation between student engagement and perceived student

attendance in a gamified learning environment.
The results suggest that the inclusion of game elements in teaching and learning processes
is an effective way to enhance student mathematical problem-solving ability.

Conclusions
The study concluded that the gamified learning environment had a positive impact on
students' engagement and mathematical problem-solving ability. The students positively
perceived the gamified learning environment in mathematics, and there was a significant
improvement in their mathematical problem-solving ability after exposure to the gamified
learning environment.

The study concludes that the gamified learning environment has the potential to positively
impact students' perception, motivation, confidence, and performance in mathematics.
Educators can leverage these implications to design and implement effective gamified
strategies that promote meaningful learning experiences and support students'
mathematical growth.

Gamified learning environment can be an effective way to enhance student's mathematical

problem-solving ability.

Gamified learning environment can increase student engagement and motivation to learn.

Incorporating game elements in the learning process can foster a sense of achievement and
motivation to continue learning.

Analysis

Research comparison

Builds on previous work

Educators can boost student engagement, interest, and investment in the learning process
when the environment is goal oriented with automatic feedback and accessible to
interesting and challenging learning experiences, and collaboration. The results are
related to the study of Zhao, F. (2019) about using Quizizz to Integrate Fun Multiplayer
Activity in the Accounting Classroom

Study subjects
30 respondents

Research Design This study used a correlational research design and a pre-experimental
research design. Two different questionnaires were used to determine how students
perceived gamified learning environment in mathematics and the level of students’
engagement after exposure to gamified learning environment as well as validated
pretest and posttest for mathematical-problem ability.Quarter of school year 2022-
2023 with 30 respondents. Stratified random sampling was employed to ensure that
every student from five sections has an equal chance of being chosen as a sample
Statistics and tests
stratified random sampling
It was conducted at one of the public high schools in Quezon with 30 Grade 7 student as the
respondents selected using stratified random sampling technique

questionnaires
Surveyed questionnaires were used to determine how students perceived gamified learning
environment in mathematics and the level of students’ engagement after exposure to
gamified learning environment as well as validated pretest and posttest for mathematical-
problem ability

Stratified random sampling

Stratified random sampling was employed to ensure that every student from five sections
has an equal chance of being chosen as a sample

Pearson Product Moment Correlation Coefficient

Mean was used to determine how the students perceived Gamified Learning environment in
mathematics and the performance level of a student's mathematical problem-solving ability,
while Pearson Product Moment Correlation Coefficient (PMMC) was used to determine the
significant relationship between the perceived level of students in attending gamified
learning environment and student’s engagement

Abstract
Aim: This study determined the relationship and the impact of the gamified learning
environment in improving the engagement and mathematical problem-solving ability of
grade 7 students. Methodology: This study used a correlational research design and a pre-
experimental research design. It was conducted at one of the public high schools in Quezon
with 30 Grade 7 student as the respondents selected using stratified random sampling
technique. Surveyed questionnaires were used to determine how students perceived
gamified learning environment in mathematics and the level of students’ engagement after
exposure to gamified learning environment as well as validated pretest and posttest for
mathematical-problem ability. This study was conducted within three weeks of the third
quarter. Results: There is positive acceptance in gamified learning environment in
Mathematics as to goal, access, feedback, challenges and collaboration. Moreover, there is
engagement (behavioral, emotional cognitive and agentic) in gamified learning
environment. Furthermore, the level of student’s Mathematical problem-solviing ability
improved after exposure to gamified learning environment, from poor ( =31.13) to very
satisfactory ( =87.13). In addition, there is significant relationship between the perceived
level of students in attending gamified learning environment and student engagement and
there is significant difference in the level of student’s mathematical problem-solving ability
before and after exposure to gamified learning environment. Conclusion: The students
positively perceived gamified learning environment in mathematics as to goal, access,
feedback, challenges, and collaboration. Moreover, the students are behaviorally,
emotionally, cognitively and agentic engage in mathematics after exposure to gamified
learning environment. Furthermore, the mean performance level of students’ mathematical
problem-solving ability before and after exposure to the gamified learning environment are
31.13 and 87.13. In addition, there is significant relationship between the perceived level of
students in attending gamified learning environment and student engagement and there is
significant difference in the level of student’s mathematical problem-solving ability before
and after exposure to gamified learning environment.

Bibliography
1. Corpuz-Sanchez, J. J., Pasia, A. E., School, . 1 P. N. H., of Quezon, D., University, P. 2 L. S. P.,
of College of Graduate Studies, F., & Research, A.. (2023). Gamified Learning
Environment in Improving the Engagement and Mathematical Problem-Solving Ability
of Grade 7 Students. Volume II.