International Journal of Academic Research in Progressive Education and

Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Gamification Trend in Students’ Mathematics Learning

Through Systematic Literature Review
Lilian Lam Lee Yan, Mohd Effendi @ Ewan Mohd Matore
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v12-i1/15732 DOI:10.6007/IJARPED/v12-i1/15732

Received: 14 November 2022, Revised: 17 December 2022, Accepted: 30 December 2022

Published Online: 12 January 2023

In-Text Citation: (Yan & Matore, 2023)

To Cite this Article: Yan, L. L. L., & Matore, M. E. @ E. M. (2023). Gamification Trend in Students’ Mathematics
Learning Through Systematic Literature Review. International Journal of Academic Research in Progressive
Education and Development, 12(1), 433–461.

Copyright: © 2023 The Author(s)

Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute,
translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full
attribution to the original publication and authors. The full terms of this license may be seen
at: http://creativecommons.org/licences/by/4.0/legalcode

Vol. 12(1) 2023, Pg. 433 - 461

http://hrmars.com/index.php/pages/detail/IJARPED JOURNAL HOMEPAGE

Full Terms & Conditions of access and use can be found at

http://hrmars.com/index.php/pages/detail/publication-ethics

433
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Gamification Trend in Students’ Mathematics

Learning Through Systematic Literature Review
Lilian Lam Lee Yan, Mohd Effendi @ Ewan Mohd Matore
Faculty of Education, National University of Malaysia, Selangor, Malaysia
Email: P112224@siswa.ukm.edu.my, effendi@ukm.edu.my

Abstract
The gamification approach has the potential to improve learning performance and motivate
students to study mathematics. Unfortunately, there is not much further discussion regarding
gamification in a systematic mathematical context. This study is aimed at identifying the
frequency of gamification studies in math education based on current year trends; the tendency
of the country to apply gamification studies; identifying groups of respondents according to the
level of study; and identifying the impact of gamification approaches on students' learning in
terms of affective, cognitive, and psychomotor. A total of 21 empirical studies were selected
from the systematic literature based on the Preferred Reporting Items for the Systematic
Reviews and Meta-Analyses (PRISMA) model. This model involves four phases, namely
identification, filtering, qualification (eligibility), and entry (included), using key databases such
as Web of Science, Scopus, and ERIC. The findings show that gamification studies in math
education set the most records in 2021. The trend of national analysis reports that the study of
gamification in mathematics education is most studied in the country of Spain. Moreover, the
most dominant sample of this research involves elementary school students. This study also
reported the impact of gamification focused on both affective and cognitive aspects. The
findings of the study have the potential to better measure the impact of gamification from other
aspects and are given reference to the Ministry of Education (MOE), schools and teachers,
especially in the mathematical context. These findings can be expanded by focusing on the
impact of gamification in terms of psychomotor domains as well as diversifying different groups
of respondents.
Keywords: Gamification, Systematic Literature Review, Mathematics Education, Learning,
Students

Introduction
In this era of globalization, various countries are changing the current education system, as this
system is the mainstay of the nation's development. Most of the lectures were conducted online
due to the COVID-19 pandemic (Saifudin & Hamzah, 2021). However, the problem of students

434
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

getting bored and losing focus during learning needs to be addressed (Hilmi & Mohd. Shafiai,
2022), so that students do not drop out of learning. To bridge the education gap, the Ministry
of Education Malaysia (MOE) has provided various digital platforms, especially EduwebTV and
CikgooTube, throughout the implementation of home teaching and learning (PdPR). Students
were found to be positive and more proficient in the knowledge of abstract mathematical
concepts with the help of digital technology (Sintian et al., 2021; Putrawangsa & Hasanah, 2018).
Gamification is considered a modern and technological approach that is believed to be very
effective in delivering high-quality lessons. Gamification in education is one of the teachings and
learning approaches with the aim of increasing student engagement and making teaching and
learning sessions more interesting (Nisa et al., 2020). The main purpose of the implementation
of gamification in education is to improve specific mathematical skills, create effective teaching
and learning sessions, encourage proactive pupil engagement, and support changes in pupil
behaviour. However, the implementation of gamification techniques is less appropriate to be
carried out on pupils with special needs (Rosly & Khalid, 2017). This is due to the fact that the
competence level of the pupil will affect the effectiveness of the implementation of
gamification. In a general sense, this study was conducted to investigate the effectiveness of
gamification in the field of mathematics as well as the appropriateness of this approach to pupils
of multiple intelligences.
Based on these justifications, it is clear that the development of past studies lacks gamification
in the subject of mathematics systematically. Information from the literature study highlights
will help many when applying gamification in their teaching of mathematics as well as empower
the skills of students. Therefore, this study aims to conduct a systematic literature review on
gamification in mathematics education in the last five years from 2018 to 2022. This is to identify
national trends, groups of respondents, and the current impact of gamification techniques in
mathematics subjects in affective, cognitive, and psychomotor terms. In this study, only
empirical studies from databases such as Web of Science, Scopus, and ERIC were selected.

Research Objective
A total of four objectives were outlined in this study, namely:
a) To identify the frequency of study of gamification approaches in mathematical education
based on current year trends.
b) To identify the countries that are most likely to use gamification studies in math education.
c) To identify the respondent group based on the most prevalent level of study for gamification
studies in mathematics education.
d) To determine the affective, cognitive and psychomotor impact of gamification approaches in
mathematics subjects.

Definition
In general, a gamification is an approach that combines game design with the process of
teaching and learning to stimulate the skills of students while encouraging interaction (Destiny,
2017). Thus, the gamification approach is also explained as motivating the actions and problem-
solving skills of pupils (Kristanto, 2020). This will indirectly create a sense of learning inquiry in
the students.

435
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

There are three main elements in gamification, namely the MDA model (mechanics, dynamics,
and aesthetics). The MDA model is described as a game created to help one comprehensively
research the design and game elements (Kusuma et al., 2018). This approach is divided into
three sections representing different elements of the game to conduct a holistic analysis (Kim &
Lee, 2015). In the MDA model, mechanics contain game rules that involve algorithms, game
structures, and what players do themselves (Putra & Yasin, 2021). Moreover, dynamic means
an outcome that can be observed through the process of production from mechanics. Aesthetics
refers to the design of the game as well as the experience and interaction of the players during
the activity.

Definition
Gamification is not a new idea. Since 2010, gamification has become a viable trend as society
begins to believe in its potential to foster motivation, behaviour change, friendly competition,
and collaboration in various contexts, such as customer engagement, employee performance,
and social loyalty. Like other new technologies, gamification has been used in various domains
such as marketing, healthcare, and so on. Gamification is a multidisciplinary concept that
includes a range of theoretical and empirical knowledge, domains, and technological platforms
and is driven by a variety of practical motivations (Seaborn & Fels, 2015). With this in mind, the
term gamification has been defined as the use of game design elements in a non-game context
(Deterding et al., 2011), the phenomenon of creating a fun experience (Hamari et al., 2014), or
the process of making activities more fun like games (Werbach, 2014). Various studies have
begun to examine and review the effectiveness of the behaviour and experience of students
who learn through gamification approaches.
Since its emergence, gamification has sparked controversy between game designers, user
experience designers, game theorists, and researchers in human-computer interaction (Mahnič,
2014). The effect on motivation or engagement was lower than expected (Broer, 2014). Despite
this, great efforts have been made to take advantage of the motivation that comes from the
gamification approach. One key sector that is being actively explored and which can motivate
pupils is education. Motivation is an important predictor of student's academic achievement
(Dichev & Dicheva, 2017). Gamification in education refers to the introduction of game elements
and gaming experiences into the learning process. It has been adopted to support learning in
order to address the attitudes, activities, and behaviours of pupils (Caponetto et al., 2014). Thus,
this can state that the integration of game mechanics into the learning process can trigger a
productive student learning experience (Hamari et al., 2014).

Research Methodology
To support the arguments against the findings from gamification studies in previous
mathematics education, this study was conducted by leveraging the concept of systematic
literature studies (SLR). Using systematic and specific methods, we can identify, select, and
collect the relevant study data directly by referring to the questions of the studies that have

436
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

been presented. The methodology of this study is the PRISMA (Preferred Reporting Items for
Systematic Reviews and Meta-analyses) model.
The process of reviewing the findings of this study consists of the following steps, such as (i)
Determination of the study question; (ii) Search for articles on authentic websites; (iii)
Designation of Entry/Exemption Criteria; (iv) Selection of Studies; (v) Data analysis and
extraction; (vi) Summary and interpretation of findings; and (vii) Writing of revision reports.
The general review of this systematic review is carried out smoothly and easily through the
process of searching for articles and journals in various specialized electronic databases and
websites. To enhance the credibility and integrity of this study, articles found in the web of
article searches such as Web of Science, Scopus, and ERIC alone are used as references. Google
Scholar and other websites were not selected because they could not verify the validity of the
findings and had articles published outside of educational journals. Articles that are not relevant
to the field of education are also ignored because the study focuses only on the field of
education.
Gamification is often associated with or referred to in different terms. For example, gamified
applications, gamified environments, gamification, and game-based applications refer to the
gamification approach (Jusuf, 2016). Based on past studies, in order to maximize the amount of
information that can be obtained in the SLR, it is important to diversify the specific terms of
gamification that carry an equivalent meaning. Therefore, alternative keywords have been
identified through the database and applied in different combinations. The keywords used
during the article searching process include basic terms related to the topic of study as well as
information related to the question of this study, such as "gamification", "Mathematical
subject", "game element", "educational level" as well as other keywords as listed in Table 1.

Table 1
Keywords for the search strings
No. Database Keywords
1. ERIC gamification AND mathematic*
2. SCOPUS (TITLE-ABS-KEY(("impact*" OR "effectiveness*" OR "effect*" OR
"motivation*" OR "engagement*" OR "participation*" OR "self-
efficacy*" OR "satisfaction" OR "behaviour*" OR "attitude*" OR
"thinking" OR "critical thinking" OR "cognition" OR "cognitive")
AND ("gamification in education" OR "gamification of learning"
OR "gamification of math*" OR "gamification in mobile app*" OR
"gamification and math*" OR "educational game*" OR "game
design*" OR "game element*" OR "game like element*" OR
"game feature*" OR "non-game element*" OR "gamifying
learning" OR "gamified element*" OR "game mechanic*" OR
"non-game context*" OR "gamification*" OR "gamify*" OR
"gamify learning experience" OR "gameplay element*" OR
"gamification mechanic*" OR "gamified mobile app*" OR
"gamified elearning" OR "gaming technique*" OR "gamified
software" OR "gamification software" OR "gamification in

437
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

learning" OR "gamified assessment" OR "gamifying learning

experience" OR ("gamification" "eLearning") OR "game
structure*" OR "gamified learning platform" OR "gamified tool*"
OR "gamification app*" OR "game play" OR "gamification
feature*" OR "gamified learning") AND ("in mathematic*" OR
"education in math*" OR "teaching and learning in math*" OR
"pedagogy in math*" OR "learning mathematic*" OR "math*
classroom" OR "math*" OR "math* education" OR "gamify
math*") AND ("student*" OR "learner*" OR "pupil*" OR "child*"
OR "school") AND NOT ("engineering" OR "finance" OR
"programming") AND NOT "geogebra"))
3. Web Of Science TS=((“impact*” OR “effectiveness*” OR “effect*” OR
“motivation*” OR “engagement*” OR “participation*” OR “self-
efficacy*” OR "satisfaction" OR “behaviour*” OR “behavior*” OR
“attitude*” OR “thinking” OR “cognitive” OR “critical thinking”)
AND ("gamification in education" OR "gamification of learning"
OR "gamification of math*" OR "gamification in mobile app*" OR
"gamification and math*" OR "educational game*" OR "game
design*" OR "game element*" OR "game like element*" OR
"game feature*" OR "non-game element*" OR "gamifying
learning" OR "gamified element*" OR "game mechanic*" OR
"non-game context*" OR "gamification*" OR "gamify*" OR
"gamify learning experience" OR "gameplay element*" OR
"gamification mechanic*" OR "gamified mobile app*" OR
"gamified elearning" OR "gaming technique*" OR "gamified
software" OR "gamification software" OR "gamification in
learning" OR "gamified assessment" OR "gamifying learning
experience" OR ("gamification eLearning") OR "game structure*"
OR "gamified learning platform" OR “gamified learning” OR
"gamified tool*" OR "gamification app*" OR "gamification in
education" OR "game play" OR "gamification feature*") AND ("in
mathematic*" OR "education in math*" OR "teaching and
learning math*" OR "pedagogy in math*" OR "learning math*" OR
"math* classroom" OR "math*" OR "math* education" OR
"gamify math*") AND ("student*" OR "learner*" OR "pupil*" OR
"child*" OR "school") NOT ("engineering" OR "finance" OR
"programming") NOT "geogebra")

Inclusion/Exclusion Criteria
To ensure the authenticity of the information in this study, the researchers set out and listed
specific criteria for filtering the study, selecting and engaging information related to the topic of
this study, as well as interpreting the appropriateness of the articles obtained. Less suitable

438
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

articles are isolated because they do not meet some of the pre-determined requirements. Table
2 shows the criteria for the inclusion and exclusion of articles.

Table 2
Article inclusion and exclusion criteria
No. Inclusion Criteria Details Exclusion Criteria Details
1. Studies relate to gamification in the subject of Studies conducted in languages
mathematics. other than English.

2. The practice of gamification was examined in Studies related to information

studies containing at least one game element in the other than gamification
MDA model. Gamification practice must be applied approaches, such as game-
and leveraged in teaching and learning sessions, and based learning and video-
it should be supported with empirical data based learning.
3. Studies from all over the country. Studies show a lack of
authenticity in the information.
4. Studies that have empirical data (quantitative, The studies were listed in
qualitative, quasi-experimental, or mixed methods) databases other than ERIC,
in the process of teaching and learning. Scopus and Web Of Science.
5. Published articles from 2018 to 2022. To combine Studies that do not associate
gamification with high-tech tools, researchers only elements of the game with the
examined studies published in the last five years, learning process.
specifically after the pandemic era.

Review Process
Due to the large data search from the database, the literature review is written based on two
additional criteria which are the time period and the rationale of the research. A total of 21
results were obtained from all three databases which are considered in this review process as
per required by the research. As per listed in Table 3, all initial findings of all the databases
resulted in 756 articles. However, 665 articles were removed based on the publication dates,
title reviews, relevancy, and abstract review. Then, a total of 19 articles were eliminated from a
total of 110 initial articles due to the redundancy found. A balance of 91 articles was used to
collect more data for the research. Besides that, a total of 70 research papers does not suit the
mathematical theme were eliminated from the list of articles. Only 21 articles were reviewed in
order to determine the suitability of the articles based on their criteria and the assigned research
topic. The thematic analysis was used throughout the review process. All research papers took
similar initiatives in order to review and revise all the articles multiple times in order to ensure
that all research papers adhere to the content, procedure, methods used and the research
findings presented. Lastly, all the data collected are compared and discussed in this research.
This systematic research revised a total of 21 writing publications which are listed as the final
data collection (Table 4). Figure 1 shows the PRISMA process which was conducted in this
research.

439
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Table 3
Source of article collection
Database Identification Screening Eligibility Inclusion Selection

ERIC 442 395 47 33 6

SCOPUS 22 356 46 47 9

Web of
402
Science 5 17 11 6
(WOS)

Total 866 756 110 91 21

Figure 1. Flow diagram of the study using PRISMA.

440
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Table 4
Generalisation distribution of the 21 empirical studies.
Engaged Learning
Mathematica Domains
Title, Writer, Year of
l Topics Respondent (Affective/Cognitive Impact Findings
Publication, Country
Involved /
Psychomotor)
An experimental Numbers, 1. 95 students 1. Affective Motivation, 1. Gamification does not
study on the effects measurement in Grade 1, 2. Cognitive engagement, improve student performance.
of a gamified s, geometry, 129 students learning and 2. Students of the treatment
software statistics, in Grade 2 learning group behave positively
intervention in algebra and 2. 167 Grade 3 attitudes towards mathematics.
mathematics probability students
achievement among 3. 147 Grade 4
sixth grade students students
4. 126 Grade 5
Watson (2018) students
5. 145 Grade 6
Jamaica students

The effectiveness of Index and 100 diploma 1. Affective Learning 1. The gamification element has
gamification in logarithm students 2. Cognitive satisfaction developed students' interest in
learning indices and and learning learning in an interesting and
logarithm performance fun way.
2. Gamification has a significant
Ahmad et al (2018) impact on improving student
performance on index and
Malaysia logarithmic topics.
3. Students respond well to new
learning methods.

441
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Evaluation of an Geometry 28 1. Cognitive Motivation, 1. The student's learning

educational media on elementary 2. Affective behaviour performance increases after
cube nets based on students and using the developed
learning psychology educational media.
effectiveness and 2. Motivational scoring from the
gamification questionnaire showed a score
parameters of 87.14%, while psychology
was 91.67% and behaviour was
Wardani et al (2019) 90.57%.

Indonesia

1. Gamification motivates
A research of Index and 140 diploma 1. Cognitive Performance students in a self-learning
gamification impact logarithm students 2. Affective and emotions environment to have fun
in learning of learning learning and improve their
mathematics critical thinking.

Abidin et al (2019)

Malaysia

From here to there! Algebra 185 students 1. Cognitive Motivation, 1. Studies show that when
Elementary: A from Grade 2 2. Affective engagement, students play the gamified
game‑based learning and version of the game app, they
approach to learning achieve higher levels of learning
developing number experience than those that play gaming
sense and early apps without the gamification
algebraic version.
understanding 2. Students who achieve higher
in their learning solve more
442
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Hulse et al (2019) problems in post-tests.

3. Two significant interactions
United States were found between progress
and existing knowledge, as well
as the involvement in problem-
solving and existing knowledge,
where low-performing students
gain more as they solve more
problems.

JeuTICE: Numbers, 60 students 1. Affective Motivation, 1. JEUTICE increases students'

An Arabic serious geometrics from Grade 5 2. Cognitive experience of interest in math learning.
game to enhance and and 6 use of 2. There is room for
mathematics skills of measurement gamification improvement in terms of self-
young children s tools, confidence, thinking ability,
mathematical mastery of basic mathematical
Tazouti et al (2019) skills skills and computing skills.

Morocco

443
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Mathematics trails: Statistics 218 students 1. Affective Motivation 1. The introduction of

Shallow and deep from Grade 9 and learning gamification elements had a
gamification performance small improvement in learning
motivation but managed to
Gurjanow et al (2019) influence the parameters of
learning performance through
Germany questionnaires.
2. In particular, the gamification
of the leader board increases
the speed of question solving
and reduces the probability of
wrong answers.

Using web‐based Algebra University 1. Affective Motivation, 1. Gamification tools increase

gamified software to students 2. Cognitive learning student motivation through the
learn Boolean (Unknown performance, use of rankings that indicate the
algebra simplification number) learning level of student participation.
in a blended learning engagement 2. The statistical results
setting obtained show that the use of
MiniBool has a positive effect
Jiménez‐Hernández on higher learning motivation
et al (2020) and academic performance
compared to traditional
Mexico teaching-learning methods.

444
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Effects of a successful Algebra 130 new 1. Cognitive Self-efficacy, 1. The implementation of the
mathematics students at 2. Affective motivation SMC framework helps to
classroom the university and learning develop self-efficacy and
framework on performance motivation to learn, thus
students’ improving learning
mathematics self- performance in mathematics.
efficacy, 2. The most significant impact
motivation and aspects include teaching
achievement: methodology, group work,
a case study with teacher attitude, and
freshmen students at gamification.
a university
foundation
programme in Kuwait

Hammad et al (2020)

Kuwait

The effect of Fraction 46 students 1. Cognitive Learning 1. The test scores of the
gamification on from Grade 5 2. Affective performance experimental group's
young mathematics and learning achievements were higher than
learners’ attitudes those of the control group.
achievements and 2. Gamification is ineffective in
attitudes changing attitudes towards
learning mathematics.
Karamert & Vardar
(2020)

445
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Turkey

Learning Algebra, 62 high school 1. Cognitive Learning 1. Experiences developed

Mathematics with logics dan students 2. Affective performance, through the ‘Escape Room’
emerging geometry motivation, include learning performance,
methodologies—The and motivation, and autonomy.
escape room as a autonomy 2. The use of the ‘Escape Room’
case study in mathematics improves
learning performance,
Fuentes-Cabrera et al motivation, and autonomy.
(2020)

Spain

Children building and Geometry 60 primary or 1. Cognitive Motivation, 1. Gamification activities

having fun while they secondary 2. Affective engagement, provide motivation, stimulate
learn geometry school satisfaction engagement and improve
students and learning students' mathematics learning
Puig et al (2021) performance performance.

Spain

1. Gamification activities
Formation of Application of 26 students 1. Cognitive Computation develop a gaming educational
computational mathematical from Grade 5 al thinking space with mathematical
thinking skills using problems, and 6 content and digital gamification
computer games in problem resources that have contributed
teaching solving to the development of
mathematics computational thinking.

446
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Soboleva et al (2021)

Russia

Enhancing statistical Statistics 41 students 1. Affective Motivation 1. The teaching process using
literacy skills through from Grade 7 and learning gamification tools supports
real life activities engagement students towards phased
enriched with learning objectives.
gamification 2. The gamification elements
elements: An used in the classroom have
experimental study developed their involvement
not only in the school but also
Cakiroglu & Guler outside.
(2021) 3. Students in gamification
classes perform better than
Turkey students in non-gamification
groups.

Serious games and Combined 284 students 1. Cognitive Learning 1. Both gender groups, male
mathematical operations of from Grade 1 performance and female, increase in terms of
fluency: A study from addition, to 4 their academic performance
the gender subtraction, after playing serious games.
perspective in multiplication 2. Male academic performance
primary education and division is superior to female academic
performance.
Fraga-Varela et al
(2021)
447
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Spain

The impact of serious Calculus 284 primary 1. Affective Motivation 1. Studies show increased
games in school 2. Cognitive and learning significance in mathematical
mathematics fluency: students performance fluency with the use of serious
A study in primary games in different grades and
education groups of studied classrooms.
2. The gamification strategy
Fraga-Varela et al promotes greater progress on
(2021) classes that have not yet been
implemented.
Spain 3. It also shows the relationship
between the results obtained
and the grades of
schoolchildren.
4. The use of serious games
designed specifically for the
school environment challenges
teachers.

448
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Escape room dual Statistics 106 university 1. Affective Learning 1. The use of ‘Escape Room’ in
mode approach to students 2. Cognitive performance mathematics subjects has
teach maths during contributed to an increase in
the COVID-19 era the different concepts studied,
such as subject perception and
Rosillo & Montes motivation and interaction
(2021) among students who are not in
the same classroom physically.
Spain 2. This resource has also proven
to be effective in improving the
performance of online learning.

Effectiveness of Statistics and 111 diploma 1. Affective Learning 1. The results show a significant
gamification in probabilities students 2. Cognitive attitude relationship between all these
teaching and learning (experience, factors and the student's
mathematics satisfaction, assessment score.
motivation) 2. An increase in the motivation
Ariffin et al (2022) and learning of students to learn and
performance participate in class activities
Malaysia contributes to their
performance in the subjects
taught.
3. Gamification integration
improves cognitive, emotional,
social learning and cooperative
learning skills. It also helps
students increase their interest
in mathematics and encourages
them to learn better.

449
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Gamification as a Calculus 78 university 1. Affective Grades, 1. There is a stronger positive

Teaching Method to students 2. Cognitive motivation, relationship among variables
Improve quality of among engineering
Performance and coursework, undergraduate students
Motivation in learning, and compared to undergraduate
Tertiary Education emotional students of economics and
during COVID-19: A engagement social Sciences.
Research Study from 2. Emotions are less correlated
Mexico with performance, especially
for students of economics and
Rincon-Flores et al social sciences, since many have
(2022) a negative attitude towards
learning mathematics.
Mexico 3. Gamification has proven to
be a useful pedagogical strategy
to encourage learning
engagement and increase
motivation among students,
although it does not seem to
improve their learning
performance.
4. Gender does not affect
motivation either in
performance nor in motivation,
and emotions.

450
International Journal of Academic Research in Progressive Education and Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

The impact of game Algebra 256 1. Affective Learning 1. Randomly assigned

elements on learner secondary motivation gamification game elements
motivation: Influence school and player weaken the student's morale. A
of initial motivation students profile more thorough analysis reveals
and player profile that gamification has a positive
effect on students who are
Reyssier et al (2022) most motivated to study
mathematics, although
France different effects are observed
on students.
2. Significant influence was
seen on the initial level of
motivation and the type of
player on the motivational
variation during the study.
3. These influences vary
according to the elements of
the game used by the students.

451
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Research Findings
Findings of the First Research Objective
To identify the frequency of the gamification trends in Mathematics learning based on
current year trends
The literature review of this research has set a restriction to only consider articles published
in the year 2018 until year 2022. Figure 2 shows the number of articles published based on
the publication year. It was found that only 2 out of 21 research papers were published in
the year 2018. In the recurrent year, the total of articles published increased to a total of 3
papers. Only 4 articles were published in the year 2020. The threats of the Covid-19
pandemic have caused a sudden shift from face-to-face learning to online learning. Besides
that, the research on gamification in Mathematics learning started to become popular with
a total of 7 publications in the year 2021 with the highest record. Lastly, only 3 publications
were recorded in the database throughout this year.

8
7
7
Number of articles

6
5
5
4
4
3
3
2
2
1
0
2018 2019 2020 2021 2022

Year

Figure 2. Total number of articles published between 2018 and 2022

Findings of the second research objective

to identify the country which is prone to apply gamification in mathematics learning
The systematic literature shows that Spain is the country which is prone to apply gamification
in Mathematics learning with a total of 5 publications published. Malaysia is the second
country with the most publication with a total of 3 articles. Besides that, two countries which
are Mexico and Turkey have both published a total of 2 articles on the research topic. Other
countries such as the United States of America, Indonesia, Jamaica, German, Kuwait,
Morocco, France, Russia, and Taiwan have all published only one research on the research
topic. It was revised that all research locations conducted often differ from the location of
the research being written and published.

452
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

6
5
5
Number of articles 4
3
3
2 2
2 1 1 1 1 1 1 1 1 1
1
0

Countries that applied gamification in Mathematics

within 2018-2022

Figure 3. Total number of articles published based on countries

Findings of the Third Research Objective

To identify respondent groups based on education level for gamification in Mathematics
learning
In identifying respondent groups based on education level for research papers in
gamification in Mathematics learning, there are 8 out of 21 research papers chose primary
school students as research samples. Most primary students are from Level 2 (year 4 to 6)
even though there is a small number of research that involves pupils from Level 1. Besides
that, there are 7 out of 21 research papers that involve secondary students and most of these
students are from Grade 7 to Grade 9. Tertiary-level students are also used in a total of 6
research papers. Some of these tertiary-level students are either from diploma courses or
from the first semester of their degree program. Based on the courses chosen, most of the
tertiary-level students are from pure science courses such as Nursing and Engineering.
However, there are also researchers that study the issue based on tertiary-level students
who are not from pure science courses.

9 8
8 7
Number of articles

7 6
6
5
4
3
2
1
0
Primary school Secondary school Tertiary level
education

Category of respondent groups

Figure 4. Number of articles published based on the 3 groups of respondents.

453
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Findings of The Fourth Research Objective

To identify the impact gamification on the subject of Mathematics in the aspects of
affective, cognitive and psychomotor
The findings show that the impact of the trends of gamification on Mathematics subject can
be divided into three aspects which are affective, cognitive, and psychomotor. Most of the
research papers (16 articles) have reported the impact from both affective and cognitive
aspects. Figure 5 shows the impact of gamification on the Mathematics subject from the
aspect of affective, cognitive, and psychomotor. The systematic literature shows that there
are no publications being published from the year 2018 to the year 2022 which discuss the
current impact of gamification in Mathematics in terms of psychomotor. Besides that, there
are 3 research papers that discuss the impact of gamification on Mathematics subjects in
terms of affective only whereas there are 2 research papers that stated the cognitive aspect
only.

18 16
16
14
Number of articles

12
10
8
6
3
4 2
2 0
0
Affective Cognitive Affective and Psychomotor
cognitive
Types of domains in learning

Figure 5. Number of articles published based on the impact of gamification on

Mathematics subject in terms of affective, cognitive and psychomotor

Discussion
Discussion of the First Objective
Practicality refers to the game element in the education field which increases drastically
within these few years. Significantly, gamification in Mathematics can be seen within various
platforms such as Kahoot, Quizziz and Blooket. This can be proven based on the research
conducted in 7 research papers which is almost 33% of the total number of research papers
submitted in the year 2011. However, only 3 research papers are related to the research
topic in the year 2022 which is revised in the mid-year. There are possibilities that there are
still research papers that are still undergoing publication processes. Henceforth, it can be
forecast that there would be an increase in the submission of research papers to a total of
10 papers or more towards the end of the year.

Revising the number of research papers in the year 2018 to 2020, the total number of
research papers in 2020 decreased to a total of 4 publications. This is due to the start of the
pandemic era in which all countries are required to conduct online learning (Rincon-Flores

454
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

et al., 2022). Even though many researchers are rushing to complete their research at the
time, the database would only record reliable works submitted. The pandemic era also
rushes researchers to reconsider and find alternatives in conducting and obtaining reliable
and legible research findings. In short, gamification trends especially in Mathematics learning
are proven to be very important based on the numbers recorded within this research.

Discussion of the Second Research Objective

Based on the 21 chosen research papers from various countries, the findings show that Spain
is the country that would most likely apply gamification in Mathematics learning. Malaysia
is the second country prone to apply gamification in Mathematics learning. In order to
ensure technological integration in education, the first shift carried out by the Ministry of
Education of Malaysia in Pelan Pembangunan Pendidikan Malaysia (PPPM) is to focus on
providing equal access to high-quality, international-level education and to increase the
quality of four subjects which are: Science, Technology, Engineering, and Mathematics.
(Kementerian Pendidikan Malaysia, 2017). Within this shift, the ministry stated the need of
exploring various educational models which make use of different modes that incorporate
technology to enhance the students’ learning quality. Therefore, it is clear that gamification
research in Mathematics learning in Malaysia will increase within the next five years. It is
also predicted that the number of research papers related to the field would slowly increase
in Malaysia based on the demands by the stakeholders, teachers, and students on the
effectiveness of gamification despite some research that stated otherwise.
Besides that, Frog VLE, an innovation in education that is developed alongside current
technological advancement had been implemented by the Ministry of Education in all
schools throughout Malaysia in the mid-year of 2013. The glory of Frog VLE however does
not last long and ended in the mid of 2019 (Majid & Hasim, 2019). The end of the program
led to various use and methods of gamification as an alternative to the learning process.
Henceforth, the phenomenon also led to an increase in gamification-related research papers
in Malaysia among researchers in order to identify the effectiveness and relevancy of the use
of gamification tools in Malaysia, with aims to replace Frog VLE.

Discussion of the Third Objective

Based on the systematic literature, it was found that primary school students were the most
popular group of respondents in conducting gamification research in Mathematics learning.
This can be explained as the policy or education plan contributed as one of the main factors
in choosing the research samples. 21st-century learning (PAK21) is one of the MOE’s
initiatives to enforce student-centered learning approaches based on five main elements
which are communication, cooperation, critical thinking, creativity and ethical values. 21st-
century learning defined the related knowledge, efficiency, and characteristics that need to
be explained by students, competitively in order to cater to the current challenges of the
world (Sulaiman & Noor, 2020). The approach was included in the second shift of the 2013-
2025 PPPM document which aspires to provide students towards the Industrial Revolution
4.0 (4IR). Instead, it pushes teachers to follow the MOE’s orders to apply gamification tools
in the teaching and learning process of primary school students.

In addition, upon analysing the number of respondent groups for both secondary and tertiary
level students, it was found that both groups are lacking in exposure to gamification. Even

455
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

though the research papers were proven to provide effective impact in terms of
effectiveness and practicality as well as affective and cognitive aspects of the respondents,
the effectiveness was not shown vividly in researches conducted. As students grow older,
their cognitive aspect developed as well. The impact of rewards from gamification tools can
no longer attract their interest to learn especially within their cognitive aspect. Besides that,
when the mathematical conceptual knowledge gets more complicated and harder to be
presented via gamification tools, the researchers faced difficulties in choosing these two
groups as respondents in their research in using ever ready gamification tools. Due to the
mentioned situation, these researchers had to invent their own gamification tools such as
the MiniBool (Jiménez‐Hernandez et al., 2020) in order to cater to the needs of students’
mathematical knowledge. This shows how secondary teachers and even lecturers had to
allocate plenty of time to come up with their own gamification tools for each different
mathematical knowledge. Even if this is possible but the situation is unwise in terms of
teaching preparation and the effectiveness of learning.

Discussion of the Fourth Objective

As a whole, one of the findings of this research found that gamification can increase
motivation, involvement in learning and students’ academic achievements in various levels
of learning even though three research papers (Cakiroglu & Guler, 2021; Karamert & Vardar,
2020; Reyssier et al., 2022) proven that gamification does not affect students’ learning
attitude (Karamert & Vardar, 2020) and high achievers (Cakiroglu & Guler, 2021). The
balance of the formation of gamification tools includes various segments (mechanical,
dynamic and aesthetic) can be said to be helpful for students to become motivated and able
to engage themselves in learning, thus supporting the SDT theory emphasised in this
systematic literature.
The impact of gamification approach to Mathematics learning in terms of affective and
cognitive domains are largely seen. Based on the statement, the SDT theory proposed that
intrinsic motivation (affective) leads to voluntary students’ involvement in learning thus
setting the goal to achieve the learning objective as well as to achieve good academic
development (cognitive). This proves that the research papers mentioned in this systematic
literature links both affective and cognitive domains. However, no research has been found
to prove the effectiveness in terms of psychomotor. This shows that more research should
be conducted to determine the influence of psychomotor domain among students towards
gamification trends in Mathematics learning. However, there is a possibility which oppose
the aims as psychomotor is not the main focus of the chosen respondent groups. Hence,
leading to no research conducted to report on the mentioned domain.

Conclusion
The findings of this research show that the gamification trends started to develop rapidly
and was frequently used in Mathematics starting from the Covid-19 pandemic in the year
2020. The situation causes desperate measures to be taken especially in gamification
approach after its necessity and impact was seen to be crucial for learning process. Secondly,
Spain is the country which is the most frequently used gamification in Mathematics learning,
consequently placing Malaysia as the second. Thirdly, the main impact of gamification in
Mathematics can be seen from the blend of both affective and cognitive domains. At last,
the emergence of national education policy has led to the choosing of primary school

456
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

students as the main respondent groups to conduct the research.

This research also has a few implications which are knowledge implication, theory
implication and practical implication. Firstly, the knowledge implication can be seen in
previous gamification trends in Mathematics, which can be handled more efficiently as the
respondent groups are from various backgrounds with different disciplines hence providing
more understanding of this complex topic. Therefore, the findings of this research would
contribute to the development of future research related to the measurement of
gamification impact and to support more developed gamification designs. In terms of theory
implication, the SDT theory that was indirectly applied for better understanding of the
integration of gamification in Mathematics learning can be largely expanded. Not only that,
the practical implication shows that the related information gathered can be used as
reference for the MOE, stakeholders, schools and even teachers. The main objective is to
vary the process and the learning experience of students. As gamification is proven to
provide benefits for various aspects, teachers should consider gamification approach in
teaching Mathematics so that students can understand Mathematical concepts better and
clearer.
However, this research has two limitations. First, the logical indication classifies the
impact to gamification in Mathematics to be quite challenging. Therefore, this systematic
literature suggests that the impact indication to gamification should be varied. The domains
can be divided so that the findings of the empirical research conducted can be viewed more
comprehensively. Besides that, the empirical research related to gamification approach in
Mathematics should focus more on the impact of psychomotor. The probability of different
respondent groups providing different findings would be higher due to the fact that each
group ages’ psychomotor are varried from each other.
This research proposes that the impact of gamification in various learning aspects
should be varied. The division of domains can also be conducted in other methods so that
the findings of empirical research can be seen more comprehensively. Besides, the empirical
studies related to gamification in Mathematics should focus more on the impact of
psychomotor as different respondent groups would provide the studies with different
outcomes as each respondent groups have different psychomotor ability.

Corresponding Author
Mohd Effendi @ Ewan Mohd Matore (Ph.D)
Faculty of Education, National University of Malaysia, 43600 UKM Bangi, Selangor, Malaysia.
Email: effendi@ukm.edu.my

Acknowledgement
I would like to acknowledge and express my gratitude to my supervisor, Associate Professor
Ts. Dr. Mohd Effendi @ Ewan Mohd Matore for his relentless contribution to this study at
every stage. I am also immensely thankful to my family as a whole for their ongoing support
and understanding when writing this review paper.

457
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

References
Abdullah, F., & Abdul Razak, K. (2021). Tahap Minat dan Penerimaan Pelajar Terhadap
Gamifikasi dalam Bidang Sirah: Level of Interest and Acceptance of Students Towards
Gamification in Islamic History. Journal of Quran Sunnah Education & Special Needs,
5(1), 27-38. https://doi.org/10.33102/jqss.vol5no1.95
Abidin, N. H. Z., Ahmad, S., Kardri, M. A., & Saad, N. L. (2019). An research of gamification
impact in learning mathematics. International Journal of Recent Technology and
Engineering, 8(2), 646-650. https://doi.org/10.35940/ijrte.B1101.0982S1119
Broer, J. (2014). Gamification and the trough of disillusionment. In A. Butz, M. Koch, & J.
Schlichter (Eds.), Mensch & Computer 2014 - Workshopband (pp. 389–395). De Gruyter
Oldenbourg.
Cakiroglu, U., & Guler, M. (2021). Enhancing statistical literacy skills through real life activities
enriched with gamification elements: An experimental study. E-learning and Digital
Media, 18(5), 441-459. https://doi.org/10.1177%2F2042753020987016
Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: a literature review. In
8th European Conference on Games Based Learning (pp. 50–57). ECGBL.
Darmawiguna, I. G. M., Satyadiputra, G. S., Pradnyana, G. A., & Pradnyana, I. M. A. (2019).
Pelatihan implementasi gamifikasi dalam pembelajaran dengan platform kahoot bagi
guru-guru di SMK Negeri 1 Nusa Penida. Prosiding SENADIMAS Ke-4, 967-972.
https://eproceeding.undiksha.ac.id/index.php/senadimas/article/download/1849/12
53
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness: defining gamification. In 15th International Academic MindTrek
Conference: Envisioning Future Media Environments (pp. 9–15). ACM.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and
what remains uncertain: A critical review. International Journal of Educational
Technology in Higher Education, 14(9), 1-36. https://doi.org/10.1186/s41239-017-
0042-5
Fraga-Varela, F., Vila-Counago, E., & Martinez-Pineiro, E. (2021). The impact of serious games
in mathematics fluency: A study in primary education. Comunicar, 69(29), 115-125.
https://doi.org/10.3916/C69-2021-10
Fraga-Varela, F., Vila-Counago, E., & Rodríguez-Groba, A. (2021). Serious games and
mathematical fluency: A study from the gender perspective in primary education.
Sustainability, 13(12), 1-13. https://doi.org/10.3390/su13126586
Fuentes-Cabrera, A., Parra-González, M. E., López-Belmonte, J., & Segura-Robles, A. (2020).
Learning Mathematics with emerging methodologies—The escape room as a case
study. Mathematics, 8(9), 1-14. https://doi.org/10.3390/math8091586
Gurjanow, I., Oliveira, M., Zender, J., Santos, P. A., & Ludwig, M. (2019). Mathematics trails:
Shallow and deep gamification. International Journal of Serious Games, 6(3), 65-79.
http://dx.doi.org/10.17083/ijsg.v6i3.306
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of
empirical studies on gamification. In 47th Hawaii International Conference on System
Sciences, Hawaii, USA (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377
Hammad, S., Graham, T., Dimitriadis, C., & Taylor, A. (2020). Effects of a successful
mathematics classroom framework on students’ mathematics self-efficacy,
motivation, and achievement: A case study with freshmen students at a university

458
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

foundation programme in Kuwait. International Journal of Mathematical Education in

Science and Technology, 53(6), 1502-1527.
https://doi.org/10.1080/0020739X.2020.1831091
Hilmi, M. H., & Shafiai, M. H. M. (2022). Cabaran Pengajaran dan Pembelajaran di Rumah
(PdPR) dalam Keberkesanan Penyampaian Pendidikan dalam Pembentukan Modal
Insan. Jurnal Dunia Pendidikan, 4(2), 231-239.
https://myjms.mohe.gov.my/index.php/jdpd/article/view/18981
Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to
there! Elementary: A game‑based approach to developing number sense and early
algebraic understanding. Education Technology Research Development, 67, 423-441.
https://doi.org/10.1007/s11423-019-09653-8
Sulaiman, J., & Noor, S. (2020). Teacher competence and 21st century skills in transformation
schools 2025. Universal Journal of Educational Research, 8(8), 3536-3544.
http://dx.doi.org/10.13189/ujer.2020.080829
Jusuf, H. (2016). Penggunaan gamifikasi dalam proses pembelajaran. Jurnal TICom, 5(1), 1-6.
https://media.neliti.com/media/publications/92772-ID-penggunaan-gamifikasi-
dalam-proses-pembe.pdf
Karamert, O., & Vardar, A. K. (2020). The effect of gamification on young mathematics
learners’ achievements and attitudes. Journal of Educational Technology & Online
Learning, 4(2), 96-114. http://doi.org/10.31681/jetol.904704
Kementerian Pendidikan Malaysia. (2017). Malaysia Education Blueprint 2013-2025: Annual
report 2016. Kementerian Pendidikan Malaysia.
Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL).
Multimedia Tools and Applications, 74(19), 8483-8493.
https://doi.org/10.1007/s11042-013-1612-8
Kristanto, Y. D. (2020). Upaya peningkatan kualitas pembelajaran matematika melalui
flipped classroom dan gamifikasi: Suatu kajian pustaka. PRISMA, Prosiding Seminar
Nasional Matematika, 3, 266-278.
https://journal.unnes.ac.id/sju/index.php/prisma/article/view/37596
Kusuma, G. P., Wigati, E. K., Utomo, Y., & Suryapranata, L. K. P. (2018). Analysis of
gamification models in education using MDA framework. Procedia Computer Science,
135, 385-392. https://doi.org/10.1016/j.procs.2018.08.187
Mahnič, N. (2014). Gamification of politics: start a new game! Teorija in Praksa, 51(1), 143-
161.nhttps://www.researchgate.net/publication/288235759_Gamification_of_politic
sStart_a_new_game
Zin, M. F., Abd Wahid, N., Yusoff, M. A. S., Yusoff, M. S. H., & Yusoff, M. Z. J. (2022).
[Relationship Between Gamification Implementation And Student Motivation In
Learning And Facilitation Jawi In Terengganu] Hubungan Pelaksanaan Gamifikasi
Dengan Motivasi Murid Dalam Pembelajaran Dan Pemudahcaraan Jawi Di
Terengganu. International Journal of Islamic Products and Malay Civilization, 1(1), 17–
28. Retrieved from
https://journal.unisza.edu.my/inspire/index.php/inspire/article/view/8
Puig, A., Rodriguez, I., Baldeon, J., & Muria, S. (2021). Children building and having fun while
they learn geometry. Computer Applications in Engineering Education, 30(3), 741-758.
https://doi.org/10.1002/cae.22484

459
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Putra, S. D., & Yasin, V. (2021). MDA framework approach for gamification-based elementary
mathematics learning design. International Journal of Engineering, Science and
Information Technology, 1(3), 35-39.
https://ijesty.org/index.php/ijesty/article/view/83
Putrawangsa, S., & Hasanah, U. (2018). Integrasi Teknologi Digital Dalam Pembelajaran Di
Era Industri 4.0. Jurnal Tatsqif, 16(1), 42–54. https://doi.org/10.20414/jtq.v16i1.203
Reyssier, S., Hallifax, S., Serna, A., Marty, J-C., Simonian, S., & Lavoue, E. (2022). The impact
of game elements on learner motivation: Influence of initial motivation and player
profile. IEEE Transactions on Learning Technologies, 15(1), 42-54.
https://doi.org/10.1109/TLT.2022.3153239
Rincon-Flores, E. G., Mena, J., & López-Camacho, E. (2022). Gamification as a teaching
method to improve performance and motivation in tertiary education during COVID-
19: A research study from Mexico. Education Sciences, 12(1), 1-14.
https://www.mdpi.com/2227-7102/12/1/49
Rosillo, N., & Montes, N. (2021). Escape room dual mode approach to teach maths during
the COVID-19 era. Mathematics, 9(20), 1-21. https://doi.org/10.3390/math9202602
Rosly, R. M., & Khalid, F. (2017). Gamifikasi : Konsep dan Implikasi dalam Pendidikan. In M.
R. Rohaila, R. Nabila Atika, & J. Nur Atikah (Eds.), Pembelajaran Abad ke-21: Trend
Integrasi Teknologi (pp. 144-154). Fakulti Pendidikan UKM.
Saifudin, N. H. A., & Hamzah, M. I. (2021). Cabaran pengajaran dan pembelajaran di rumah
(pdpr) dalam talian dengan murid sekolah rendah. Jurnal Dunia Pendidikan, 3(3), 250-
264. https://myjms.mohe.gov.my/index.php/jdpd/article/view/15715
Salim, C., Firdaus, A. I., & Saputra, N. (2020). Pengaruh digital engagement dan gamifikasi
terhadap work engagement karyawan yang bekerja di Jakarta dan Tangerang. Jurnal
Akuntansi, Keuangan, Dan Manajemen, 1(4), 265-286.
http://dx.doi.org/10.35912/jakman.v1i4.45
Salleh, M. F. M., Othman, R., & Salim, S. (2021). Rakan pembelajaran institut pendidikan
guru: memahami pelaksanaan kapasiti pedagogi pembelajaran bermakna di
sekolah Negeri Perlis. Jurnal Penyelidikan Dedikasi, 19(2), 125-157.
https://myjms.mohe.gov.my/index.php/jd/article/view/16581
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International
Journal of Human Computer Studies, 74, 14-31.
https://doi.org/10.1016/j.ijhcs.2014.09.006
Shyr, W-J., Hsieh, Y-M., & Chen, C-H. (2021). The effects of peer-based instant response
system to promote learning performance, intrinsic motivation and self-efficacy.
Sustainability, 13(8), 1-13. https://doi.org/10.3390/su13084320
Sintian, M., Kiting, R., & Wilson. (2021). Sikap murid terhadap kemahiran literasi digital dalam
pembelajaran bahasa Kadazandusun di sekolah menengah Sabah, Malaysia. Muallim
Journal of Social Sciences and Humanities, 5(1), 19-27.
https://doi.org/10.33306/mjssh/108
Soboleva, E. V., Sabirova, E. G., Babieva, N. S., Sergeeva, M. G., & Torkunova, J. V. (2021).
Formation of computational thinking skills using computer games in teaching
mathematics. Erusia Journal of Mathematics, Science and Technology Education,
17(10), 1-16. https://doi.org/10.29333/ejmste/11177
Takdir, M. (2017). Kepomath Go: Penerapan konsep gamifikasi dalam pembelajaran
matematika dalam meningkatkan motivasi belajar matematika siswa. Jurnal Penelitian
Pendidikan Insani, 20(1), 1-6. https://doi.org/10.26858/ijes.v20i1.4493

460
International Journal of Academic Research in Progressive Education and
Development
Vol. 1 2 , No. 1, 2023, E-ISSN: 2 2 2 6 -6348 © 2023 HRMARS

Tazouti, Y., Boulaknadel, S., & Fakhri, Y. (2019). JeuTICE: An Arabic serious game to enhance
mathematics skills of young children. International Journal of Emerging Technologies
in Learning, 14(22), 1-14. https://doi.org/10.3991/ijet.v14i22.11119
Watson, J. (2018). An experimental study on the effects of a gamified software intervention
in mathematics achievement among sixth grade students [Doctoral dissertation, Nova
Southeastern University]. NSUWorks, Abraham S. Fischler College of Education.
Werbach, K. (2014). Defining gamification: a process approach, persuasive technology.
Lecture Notes in Computer Science, 8462, 266-272. https://doi.org/10.1007/978-3-
319-07127-5_23

461