GAMIFICATION AND GAME-BASED LEARNING IN MATHEMATICS

EDUCATION FOR ADVANCING SDG 4: A SYSTEMATIC REVIEW AND

QUALITATIVE SYNTHESIS OF CONTEMPORARY RESEARCH LITERATURE

Rusen Meylani1

ABSTRACT
Objectives: This study investigates how gamification and game-based learning (GBL) contribute
to advancing Sustainable Development Goal 4 (SDG 4) by fostering inclusive, equitable, and
high-quality education in mathematics.

Theoretical Framework: The research draws on constructivist theories, Self-Determination

Theory, and Flow Theory to understand the mechanisms through which educational games
enhance learning outcomes.

Method: A systematic qualitative synthesis was conducted, analyzing studies published

between 2010 and 2023 across databases like ERIC, PsycINFO, and Scopus. Key themes were
identified through thematic coding, supported by the CASP qualitative checklist for rigor.

Results and Discussion: Findings indicate that gamification improves student engagement,
motivation, and achievement. Gamification elements such as points and badges significantly
enhance learning experiences. Emerging technologies like VR and AI further amplify the
effectiveness of game-based approaches. However, challenges remain in addressing equity in
technology access and aligning games with curricula.

Research Implications: This review underscores the potential of gamification to support SDG 4
by promoting lifelong learning skills, reducing educational disparities, and fostering inclusivity.
Teacher training and policy reforms are critical to scale these approaches effectively.

Originality/Value: This research synthesizes contemporary findings to highlight the

transformative role of gamification in mathematics education, emphasizing its alignment with
the global agenda for sustainable and equitable education.

Keywords: gamification, game-based learning, mathematics education, educational games,

student engagement, cognitive outcomes, educational technology, equity in education, teacher
perspectives, SDG 4 quality education, Sustainable Development Goals (SDGs).

Received: Oct/04/2024
Accepted: Dec/06/2024
DOI: https://doi.org/10.47172/2965-730X.SDGsReview.v5.n02.pe04567

1
Educational Sciences, Ziya Gokalp Faculty of Education, Dicle University, Diyarbakir, Turkey.
E-mail: rusen.meylani@dicle.edu.tr

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

1 INTRODUCTION

1.1 DEFINITION OF GAMIFICATION AND GAME-BASED LEARNING

Gamification refers to the application of game design elements and

principles in non-game contexts, including education, to enhance engagement,
motivation, and learning outcomes (Byun & Joung, 2018). Game-based learning,
on the other hand, involves using games as educational tools to facilitate
learning and skill development through interactive and goal-oriented
experiences (Sarifah et al., 2022). Both approaches align with Sustainable
Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.

1.2 EVOLUTION OF EDUCATIONAL GAMES

Early applications of educational games in mathematics education can

be traced back to the emergence of digital games, such as video games and
computer games, as effective tools to improve students' motivation and
performance in mathematics (Byun & Joung, 2018). These early applications
marked a shift towards more interactive and engaging learning experiences,
especially in mathematics.

1.3 EARLY APPLICATIONS IN MATHEMATICS EDUCATION

Significant milestones and developments in the integration of

educational games in mathematics education have been observed. Studies have
indicated that game-based learning has become a focal point for engaging
students and increasing interest in mathematics (Stohlmann, 2022). The
development of interactive multimedia systems that incorporate game-based
elements has played a crucial role in improving teaching and learning processes
in basic mathematics, leading to enhanced learning experiences and increased
success rates in knowledge acquisition for students (Sunday, 2021).

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for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

Furthermore, the application of e-PBL platforms to develop storytelling-

based arithmetic card games has been a notable advancement in mathematics
education (Hu & Tseng, 2016). By focusing on creating interesting learning
games to enhance students' problem-solving abilities, educators have
developed innovative approaches to teaching mathematics. Additionally,
research on the perspectives of mathematics pre-service teacher students
towards the use of educational games in mathematics learning has highlighted
the benefits and effectiveness of incorporating games in the educational
process (Salsabila et al., 2020).

1.4 KEY MILESTONES AND DEVELOPMENTS

Educational games have been explored as a pedagogical approach to

enhance mathematical learning, particularly emphasizing designing
differentiated mathematics games to cater to the diverse needs of students
(Trinter et al., 2015). The National Council of Teachers of Mathematics (NCTM)
has recommended the use of differentiated educational games to align with
various learning styles and abilities, thereby promoting a more inclusive and
effective learning environment in mathematics education.
The development of educational games for mathematics learning aims to
improve student motivation and outcomes by providing engaging and
interactive learning experiences (Rakasiwi & Muhtadi, 2021). By utilizing
learning games as media for the mathematics learning process, educators aim
to increase students' motivation and enhance their learning outcomes in
mathematics. Furthermore, exploring the digital game-based elements in
mathematics education through meta-analysis reviews has underscored the
positive effects of game-based interventions on students' attitudes towards
mathematics, enjoyment of mathematics, engagement with mathematics, and
motivation (Bakar, 2023).
In conclusion, the historical background of educational games in
mathematics education demonstrates a progressive evolution towards more
interactive, engaging, and effective learning experiences. Key milestones and
developments have paved the way for integrating game-based approaches to

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

enhance student motivation, engagement, and learning outcomes in

mathematics education. By leveraging innovative technologies and pedagogical
strategies, educators continue to explore the potential of educational games to
transform mathematics education and improve student achievement in the
subject.

1.5 IMPORTANCE AND RELEVANCE IN MATHEMATICS EDUCATION

In mathematics education, integrating gamification and game-based

learning has received growing attention for its ability to create interactive,
engaging, and effective learning environments. Research highlights that
incorporating game elements such as challenges, rewards, and feedback
improves students' motivation, problem-solving abilities, and overall academic
performance (Albano et al., 2020). By making learning more enjoyable and
immersive, gamification and game-based learning address SDG 4's emphasis on
improving educational quality and ensuring equitable access to resources.
These approaches have the potential to transform traditional teaching
practices, enhance students' understanding and retention of mathematical
concepts, and cater to diverse learning needs (Fathurrohman et al., 2022).

1.6 OBJECTIVES OF THE REVIEW

This review aims to examine the effectiveness of digital game-based

learning (DGBL) in improving mathematics achievement among K-12 students,
explore the impact of educational games on student motivation and
engagement, and identify the key elements of successful game-based learning
applications in mathematics education (Juric et al., 2021). Furthermore, it
seeks to analyze theoretical frameworks supporting gamification and game-
based learning, investigate their cognitive and affective outcomes, and propose
recommendations for future research and practice in this field (Kärki et al.,
2021). The study aligns these objectives with SDG 4, aiming to leverage
gamification as a means to promote inclusive, equitable, and high-quality
education while fostering lifelong learning skills.

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

2 THEORETICAL FRAMEWORK

2.1 CONSTRUCTIVIST LEARNING THEORIES

Constructivist learning theories emphasize the importance of active

participation, collaboration, and hands-on experiences in the learning process
(Marougkas et al., 2023). According to this theory, learners construct their
understanding of concepts through interactions with the environment and social
experiences, aligning well with the interactive and experiential nature of game-
based learning.

2.2 SELF-DETERMINATION THEORY

Self-Determination Theory (SDT) is another essential framework that

influences gamification and game-based learning. SDT focuses on intrinsic
motivation, autonomy, competence, and relatedness as key factors that drive
behavior and engagement (Kaya & Erçağ, 2023). In the context of educational
games, incorporating elements that support students' autonomy, competence,
and relatedness can enhance their motivation and overall learning experience.
By providing choices, challenges, and opportunities for skill development,
game-based learning can align with the principles of SDT to foster intrinsic
motivation and engagement.

2.3 FLOW THEORY

Flow Theory, as proposed by Csikszentmihalyi, is particularly relevant to

understanding the immersive and engaging experiences that educational games
aim to create (Perttula et al., 2017). Flow theory suggests that individuals
experience a state of optimal engagement and enjoyment when they are fully
immersed in an activity that balances challenge and skill level. In the context
of game-based learning, designing games that provide clear goals, immediate
feedback, and a sense of control can help students achieve a state of flow,
leading to enhanced learning outcomes and sustained engagement.

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

The GameFlow model, which incorporates elements such as

concentration, challenge, skills, control, clear goals, feedback, immersion, and
social interaction, provides a framework for understanding how these
components contribute to the enjoyment and engagement of players in
educational games (Zahari et al., 2020). By aligning game design with the
principles of the GameFlow model, educators can create learning experiences
that promote active participation, skill development, and a sense of
accomplishment among students.

3 METHODOLOGY

3.1 RESEARCH DESIGN

This study follows a qualitative thematic synthesis of existing research

literature on gamification and game-based learning in mathematics education.
The choice of this research design is appropriate for identifying, analyzing, and
synthesizing themes from multiple qualitative studies. It offers a
comprehensive understanding of the current state of research in the field,
enabling a detailed exploration of the topic.

3.2 DATA SOURCES

To conduct a robust and comprehensive literature review, a range of

academic databases were searched, including ERIC, PsycINFO, Google Scholar,
JSTOR, Scopus, and Web of Science. The search spanned peer-reviewed journal
articles, conference papers, dissertations, and book chapters published
between January 2010 and December 2023, capturing recent advancements and
trends in gamification and game-based learning, particularly within the context
of mathematics education.

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

3.3 SEARCH STRATEGY

A systematic search strategy was employed to identify relevant studies.

Keywords and Boolean operators such as “gamification and mathematics
education,” “game-based learning and mathematics,” “educational games and
mathematics achievement,” and “game-based learning and teacher
perspectives in math” were used. Furthermore, reference lists of selected
articles were manually examined to ensure that no relevant studies were
overlooked during the database search.

3.4 INCLUSION AND EXCLUSION CRITERIA

The inclusion criteria for this study focused on articles published in

English that explored gamification or game-based learning within K-12 and
higher education mathematics education settings. Only studies employing
qualitative methodologies, such as case studies, interviews, focus groups, and
ethnographies, were considered. Studies not available in full text, those
focusing solely on other subjects, quantitative studies, meta-analyses,
systematic reviews, or articles published before 2010 were excluded.

3.5 DATA EXTRACTION

To systematically collect information from each selected study, a data

extraction form was developed. This form captured citation details, study
context, research objectives, methodology, findings, and implications for
practice, policy, and future research. Key themes, such as educational settings,
geographical locations, qualitative methodologies used, and study conclusions,
were recorded and analyzed in relation to their relevance to gamification and
game-based learning in mathematics.

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
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Research Literature

3.6 QUALITY APPRAISAL

Each study was appraised using the Critical Appraisal Skills Programme
(CASP) checklist for qualitative research. The appraisal focused on assessing
the clarity of research aims, the methodological rigor of the study design, the
transparency and robustness of data collection and analysis, and ethical
considerations. Although studies were not excluded based solely on their quality
appraisal, the results influenced how heavily each study was weighted in the
synthesis.

3.7 DATA ANALYSIS

The data analysis followed a thematic synthesis approach as outlined by

Thomas and Harden (2008). Initially, free coding of findings was conducted to
identify key concepts and themes. These were then grouped into broader
descriptive themes that reflected the main findings across studies. Finally,
higher-order analytical themes were generated, offering deeper insights into
gamification and game-based learning within mathematics education.

3.8 SYNTHESIS PROCESS

The synthesis process was iterative and involved multiple stages. It began
with familiarization with the data through repeated reading of the studies and
the extracted information. Open coding was then applied to capture significant
concepts and ideas from the data. Codes were grouped into coherent themes
and sub-themes, and these themes were refined to ensure they were both
distinct and representative of the data. A detailed narrative synthesis was
developed, providing an in-depth description of each theme, supported by
quotes and examples from the studies.

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Research Literature

3.9 TRUSTWORTHINESS

Several strategies were employed to ensure the trustworthiness of the

synthesis. Triangulation was used to cross-verify findings across studies to
confirm consistency. Member checking was conducted by seeking feedback
from experienced researchers in gamification and mathematics education,
ensuring that the themes and interpretations were valid. An audit trail of the
search process, data extraction, coding, and theme development was
maintained for transparency, and reflexivity was applied throughout the
synthesis to consider potential biases and their impact on the research process.

3.10 ETHICAL CONSIDERATIONS

Ethical considerations in this synthesis centered on the use of published

studies, ensuring that original authors’ findings and interpretations were
accurately represented. The study adhered to ethical guidelines for literature
reviews by properly citing all sources and acknowledging original contributions,
with no need for additional ethical approvals.

4 RESULTS AND DISCUSSION

4.1 FINDINGS

The findings from this systematic review of gamification and game-based

learning (GBL) in mathematics education are organized by themes and sub-
themes, providing insights into the design, implementation, and outcomes of
these pedagogical strategies. The findings are depicted in Figure 1 and Table
1.
The design and implementation of educational games reveal key
characteristics that enhance learning effectiveness. One study (Vancini, 2023)
identifies elements like clear objectives and progressive challenges as vital.
Gamification features such as points, badges, and leaderboards, discussed in
two references (Oktaviati & Jaharadak, 2018; Bigdeli et al., 2023), foster

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

engagement and competitiveness. Case studies (Jaskari & Syrjälä, 2022)

highlight successful applications of GBL in enhancing critical thinking. However,
two studies (Shavab et al., 2021; Limantara et al., 2023) indicate challenges in
aligning games with curricula and addressing technology access.
In terms of student motivation and engagement, one reference (Chen,
2024) underscores the immersive appeal of educational games. Comparisons
with traditional teaching methods show improved outcomes, with Yu et al.
(2020) confirming higher motivation and engagement. Additionally, two studies
(Hidayat & Sutrisno, 2023; Höyng, 2022) emphasize the importance of teacher
support and group dynamics in fostering engagement.
The impact of GBL on mathematical achievement is supported by
strong empirical evidence. A single study (Jabbar & Felicia, 2015) demonstrates
improvements in problem-solving and critical thinking. Meta-analyses (Faisal et
al., 2022) indicate significant gains in retention and achievement, while
longitudinal studies (Lameras et al., 2016) show sustained benefits.
Furthermore, research (Cadiz et al., 2023) highlights GBL's adaptability across
diverse student demographics.
Cognitive and affective outcomes from educational games are evident
in one study (Suziedelyte, 2015), showing enhanced problem-solving and
reasoning skills. Affective traits like confidence and positive attitudes towards
mathematics are bolstered, as indicated by Kokkalia et al. (2017). Balancing
complexity and cognitive load is critical, as shown by Kolovelonis and Γούδας
(2022).
The role of technological considerations is significant, with emerging
technologies like VR, AR, and AI enhancing GBL experiences, according to
Vanderburg et al. (2021). Chen et al. (2020) discuss challenges related to
accessibility and usability, while the same reference highlights tools like Unity
and Scratch as essential for game development.
Teacher perspectives and professional development play a crucial role
in successful implementation. Two studies (Sajinčič et al., 2022; Min et al.,
2023) reveal positive teacher attitudes towards GBL. Training needs are
highlighted by Rakhmanita et al. (2022), while implementation challenges are

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for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

discussed by Sáez-López et al. (2022). Lee and Loo (2021) recommend strategies
for integrating gamification into classrooms.
Equity and inclusion in GBL are essential for addressing diverse needs.
Yasir et al. (2021) emphasize tailoring games for inclusivity. Addressing
technology access barriers is critical, as Acharya and Upreti (2015) note. GBL
positively impacts disadvantaged groups, according to Galkienė (2021).
Lastly, GBL aligns with SDG 4 by promoting equitable and high-quality
education. Three studies (Moseykina et al., 2022; Puspitasari, 2023; Lester et
al., 2023) show gamification's role in reducing educational disparities.
Additional research (Zainuddin, 2023; Aksoy et al., 2022; Langendahl et al.,
2017) highlights lifelong learning benefits, while teacher capacity and
innovative practices are supported by Dichev and Dicheva (2017) and Głowacki
et al. (2018). Two references (Erbaşı, 2023; Gentry et al., 2019) discuss
technology's role in equitable access, and others (Nitiasih et al., 2020; Dichev
& Dicheva, 2017) underline inclusivity as a core outcome.
This thematic synthesis demonstrates gamification's transformative
potential in advancing mathematics education while addressing the challenges
of equity, technology access, and teacher readiness.

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 Meylani, R. (2025) Gamification and Game-Based Learning in Mathematics Education
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Research Literature

Figure 1
Main Themes and Sub-Themes that Emerged from the Qualitative Synthesis
Process.

Table 1
Main Themes, Sub-Themes, and, Corresponding References
Theme Sub Theme References Number of
References
Design and Characteristics of Effective Vancini (2023) 1
Implementation Educational Games
of Educational Elements of Gamification: Oktaviati & Jaharadak 2
Games Points, Badges, Leaderboards (2018); Bigdeli et al.
(2023)
Case Studies of Successful Jaskari & Syrjälä (2022) 1
Game-Based Learning
Challenges in Game Design for Shavab et al. (2021); 2
Mathematics Education Limantara et al. (2023)
Impact on Research Findings on Motivation Chen (2024) 1
Student and Engagement
Motivation and Comparative Studies with Yu et al. (2020) 1
Engagement Traditional Instruction
Factors Influencing Engagement Hidayat & Sutrisno 2
Levels (2023); Höyng (2022)
Impact on Empirical Evidence on Learning Jabbar & Felicia (2015) 1
Mathematical Outcomes
Achievement Meta-Analyses of Game-Based Faisal et al. (2022) 1
Learning Effectiveness
Longitudinal Studies on Lameras et al. (2016) 1
Achievement Gains
Comparison Across Different Cadiz et al. (2023) 1
Student Populations
Cognitive and Impact on Cognitive Skills: Suziedelyte (2015) 1
Affective Problem-Solving, Critical
Outcomes Thinking

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Research Literature

Development of Affective Kokkalia et al. (2017) 1

Traits: Confidence, Attitude
Towards Mathematics
Studies on Cognitive Load and Kolovelonis & Γούδας 1
Game Complexity (2022)
Technological Role of Emerging Technologies Vanderburg et al. (2021) 1
Considerations (VR, AR, AI) in Game-Based
Learning
Accessibility and Usability Issues Chen et al. (2020) 1
Platforms and Tools for Chen et al. (2020) 1
Developing Educational Games
Teacher Teacher Attitudes Towards Sajinčič et al. (2022); Min 2
Perspectives Gamification et al. (2023)
and Professional Development Rakhmanita et al. (2022) 1
Professional Needs and Resources
Development Implementation Challenges in Sáez-López et al. (2022) 1
the Classroom
Strategies for Effective Lee & Loo (2021) 1
Integration
Equity and Addressing Diverse Learning Yasir et al. (2021) 1
Inclusion in Needs and Styles
Game-Based Equity Issues in Access to Acharya & Upreti (2015) 1
Learning Technology
Impact on Underrepresented Galkienė (2021) 1
and Disadvantaged Groups
Promoting Enhancing Access to Equitable Moseykina et al. (2022); 3
Quality Learning Resources Puspitasari (2023); Lester
Education et al. (2023)
Through Fostering Lifelong Learning Zainuddin (2023); Aksoy 3
Innovative Skills et al. (2022); Langendahl
Pedagogical et al. (2017)
Practices (SDG Building Teacher Capacity for Dichev & Dicheva (2017); 2
4) Innovation Głowacki et al. (2018)
Leveraging Emerging Erbaşı (2023); Gentry et 2
Technologies for Equitable al. (2019)
Education
Promoting Inclusive Education Nitiasih et al. (2020); 2
through Gamification Dichev & Dicheva (2017)

5 RESULTS

5.1 THEME 1. DESIGN AND IMPLEMENTATION OF EDUCATIONAL GAMES

5.1.1 Characteristics of Effective Educational Games

Designing and implementing educational games involves considering

various aspects to ensure their effectiveness in enhancing learning outcomes.
Effective educational games possess specific characteristics that make them
engaging, interactive, and conducive to learning. These games often
incorporate elements such as clear learning objectives, immediate feedback,

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Research Literature

progressive challenges, and opportunities for exploration and discovery

(Vancini, 2023). By aligning game design with educational goals and pedagogical
principles, educators can create games that cater to diverse learning styles and
promote active participation and skill development among students.

5.1.2 Elements of Gamification: Points, Badges, Leaderboards

In the context of gamification, elements such as points, badges,

leaderboards, and rewards are commonly used to motivate and engage learners
in educational settings (Oktaviati & Jaharadak, 2018). These gamification
elements provide incentives for students to progress, achieve goals, and track
their performance, fostering a sense of accomplishment and competitiveness.
By integrating gamification elements strategically into educational games,
educators can enhance student motivation, engagement, and overall learning
experience (Bigdeli et al., 2023).

5.1.3 Case Studies of Successful Game-Based Learning Applications

Case studies of successful game-based learning applications offer

valuable insights into how educational games can be effectively implemented
to improve student outcomes. These studies showcase real-world examples of
how games have been used to enhance learning experiences, promote critical
thinking and problem-solving skills, and increase student engagement in
mathematics education (Jaskari & Syrjälä, 2022). By analyzing these case
studies, educators can gain a deeper understanding of best practices and
strategies for integrating game-based learning into their teaching practices.

5.1.4 Challenges in Game Design for Mathematics Education

Despite the benefits of game-based learning, there are challenges in

game design for mathematics education that educators need to address. One
common challenge is ensuring that educational games align with curriculum
standards and learning objectives while maintaining a balance between

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Research Literature

entertainment and educational content (Shavab et al., 2021). Additionally,

designing games that cater to diverse student needs, preferences, and abilities
can be a complex task that requires careful planning and consideration.
Technical constraints, limited access to technology, and the need for ongoing
support and professional development for educators are also challenges that
can impact the successful implementation of game-based learning in
mathematics education (Limantara et al., 2023).

5.2 THEME 2. IMPACT ON STUDENT MOTIVATION AND ENGAGEMENT

5.2.1 Research Findings on Motivation and Engagement

The impact of educational games on student motivation and engagement

is a critical aspect of integrating gamification and game-based learning in
educational settings. Research findings on motivation and engagement have
shown that educational games have a positive influence on students' internal
motivation, engagement, and immersion due to their fun and challenging
characteristics (Chen, 2024). By providing interactive and enjoyable learning
experiences, games can enhance students' interest, participation, and overall
engagement in the learning process.

5.2.2 Comparative Studies with Traditional Instruction

Comparative studies with traditional instruction have highlighted the

benefits of game-based learning in improving learning outcomes, student
motivation, engagement, and satisfaction. These studies have explored various
aspects of game-based learning, including academic achievements, problem-
solving skills, critical thinking abilities, knowledge acquisition, learning
efficiency, and student attitudes and behaviors (Yu et al., 2020). By comparing
the effectiveness of educational games with traditional instructional methods,
researchers have demonstrated the potential of games to enhance student
learning experiences and outcomes.

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Research Literature

5.2.3 Factors Influencing Engagement Levels

Factors influencing engagement levels in educational games play a

crucial role in determining the effectiveness of game-based learning
approaches. Research has shown that teacher and student engagement are
essential factors in the learning process, with teachers playing a vital role in
promoting student engagement (Hidayat & Sutrisno, 2023). Additionally,
providing appropriate instructional support, promoting group engagement, and
fostering a sense of flow among students are key factors that influence students'
engagement levels in educational games (Höyng, 2022). By addressing these
factors and creating a supportive learning environment, educators can enhance
student engagement and motivation in game-based learning activities.

5.3 THEME 3. IMPACT ON MATHEMATICAL ACHIEVEMENT

5.3.1 Empirical Evidence on Learning Outcomes

The impact of educational games on mathematical achievement is a

topic of significant interest in the field of education. Empirical evidence on
learning outcomes suggests that game-based learning can have a positive
influence on students' academic performance in mathematics. Studies have
shown that educational games can improve students' problem-solving skills,
critical thinking abilities, and overall understanding of mathematical concepts
(Jabbar & Felicia, 2015). By providing interactive and engaging learning
experiences, games can enhance students' motivation, engagement, and
achievement in mathematics education.

5.3.2 Meta-Analyses of Game-Based Learning Effectiveness

Meta-analyses of game-based learning effectiveness have further

supported the positive impact of educational games on students' learning
outcomes in mathematics. These analyses have demonstrated that game-based
learning interventions can lead to significant improvements in students'

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Research Literature

academic performance, knowledge retention, and problem-solving abilities

(Faisal et al., 2022). By synthesizing research findings from multiple studies,
meta-analyses provide valuable insights into the effectiveness of game-based
learning approaches in enhancing mathematical achievement.

5.3.3 Longitudinal Studies on Achievement Gains

Longitudinal studies on achievement gains have explored the long-term

effects of game-based learning on students' mathematical achievement. These
studies have shown that sustained engagement with educational games can lead
to continuous improvement in students' mathematical skills, conceptual
understanding, and academic performance over time (Lameras et al., 2016). By
tracking students' progress and learning outcomes longitudinally, researchers
can assess the lasting impact of game-based learning interventions on
mathematical achievement.

5.3.4 Comparison Across Different Student Populations

Comparison across different student populations has also been a focus of

research in the field of game-based learning. Studies have examined how
educational games can benefit diverse student groups, including students with
varying learning styles, abilities, and backgrounds. Research has shown that
game-based learning can be effective for students across different
demographics, promoting inclusive and equitable learning experiences in
mathematics education (Cadiz et al., 2023). By considering the needs and
characteristics of diverse student populations, educators can tailor game-based
learning approaches to meet the unique requirements of individual learners.

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Research Literature

5.4 THEME 4. COGNITIVE AND AFFECTIVE OUTCOMES

5.4.1 Impact on Cognitive Skills: Problem-Solving, Critical Thinking

When examining the cognitive and affective outcomes of educational

games, research has shown that these games significantly impact various
aspects of student learning and development. The use of educational games has
been associated with improvements in cognitive skills such as problem-solving
and critical thinking. Studies have indicated that video game playing can
enhance cognitive abilities, including problem-solving, abstract reasoning, and
spatial logic (Suziedelyte, 2015). By engaging students in challenging and
interactive gameplay, educational games stimulate cognitive processes and
promote the development of essential problem-solving and critical thinking
skills.

5.4.2 Development of Affective Traits: Confidence, Attitude towards

Mathematics

Furthermore, educational games have been found to contribute to the

development of affective traits such as confidence and attitude towards
mathematics. Research has demonstrated that educational games can help
improve students' confidence in their mathematical abilities and foster positive
attitudes towards the subject (Kokkalia et al., 2017). By providing a supportive
and engaging learning environment, games can boost students' self-esteem,
motivation, and overall attitude towards mathematics. Through interactive and
enjoyable gameplay, educational games can enhance students' emotional
engagement and promote a positive outlook on learning mathematics.

5.4.3 Studies on Cognitive Load and Game Complexity

Studies on cognitive load and game complexity have also highlighted how
the design of educational games can impact student learning outcomes.
Research has shown that games involving cognitively challenging tasks can

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Research Literature

enhance executive functions, improve motor and coordinative skills, and

facilitate learning while providing an enjoyable experience (Kolovelonis &
Γούδας, 2022). By balancing task complexity with students' competency levels,
educators can create games that effectively engage students, promote
cognitive development, and support learning in various domains.

5.5 THEME 5. TECHNOLOGICAL CONSIDERATIONS

5.5.1 Role of Emerging Technologies (VR, AR, AI) in Game-Based Learning

The integration of emerging technologies such as Virtual Reality (VR),

Augmented Reality (AR), and Artificial Intelligence (AI) in game-based learning
has significantly impacted the educational landscape, providing innovative ways
to engage students and enhance learning outcomes. These technologies have
revolutionized traditional teaching methods by offering immersive and
interactive learning experiences that cater to diverse learning styles and
preferences (Vanderburg et al., 2021). Through the utilization of VR, AR, and
AI, educators can develop dynamic and engaging educational games that foster
active participation, critical thinking, and problem-solving skills among
students.

5.5.2 Accessibility and Usability Issues

When implementing technology-enhanced educational games, it is

crucial to consider accessibility and usability issues. While VR, AR, and AI
present opportunities for enriching learning experiences, ensuring accessibility
for all students, including those with disabilities or limited access to
technology, is paramount (Chen et al., 2020). Educators need to address
usability challenges to guarantee that educational games are user-friendly,
intuitive, and inclusive, enabling all students to benefit from the learning
opportunities offered by these technologies.

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Research Literature

5.5.3 Platforms and Tools for Developing Educational Games

The selection of platforms and tools for creating educational games is

essential in delivering engaging and effective learning experiences. Various
software platforms and tools like Unity, Unreal Engine, and Scratch empower
educators to design and develop interactive educational games that align with
curriculum objectives and learning goals (Chen et al., 2020). By leveraging
these platforms, educators can tailor game-based learning experiences to meet
the specific needs and preferences of their students, fostering a personalized
and captivating learning environment.

5.6 THEME 6. TEACHER PERSPECTIVES AND PROFESSIONAL DEVELOPMENT

5.6.1 Teacher Attitudes Towards Gamification

Teacher perspectives and professional development are essential for the

successful implementation of gamification and game-based learning in
educational settings. Understanding teacher attitudes towards gamification is
crucial for assessing their acceptance and readiness to integrate game elements
into their teaching practices. Research has shown that many educators view
gamification positively, acknowledging its potential to improve student
engagement, motivation, and learning outcomes (Sajinčič et al., 2022).
Teachers often perceive gamification as a valuable tool for creating
collaborative and personalized learning experiences that cater to diverse
student needs and promote the development of cognitive and social-emotional
skills (Min et al., 2023).

5.6.2 Professional Development Needs and Resources

Professional development requirements and resources are critical for

assisting teachers in effectively incorporating gamification and game-based
learning strategies in the classroom. Educators need training and resources to
enhance their knowledge and skills in utilizing educational games to support

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Research Literature

student learning. Studies have indicated that offering teachers sufficient

professional development opportunities, access to relevant tools and platforms,
and continuous support can facilitate the successful integration of gamification
into their teaching practices (Rakhmanita et al., 2022). By addressing teachers'
professional development needs, educational institutions can empower
educators to utilize gamification to create engaging and impactful learning
experiences for their students.

5.6.3 Implementation Challenges in the Classroom

Challenges in implementing gamification and game-based learning in the

classroom can hinder their successful adoption. Educators may face obstacles
related to technology integration, curriculum alignment, student engagement,
and assessment when incorporating game-based approaches in teaching.
Overcoming these challenges necessitates thorough planning, collaboration,
and ongoing support to ensure the effective integration of educational games
into the curriculum and instructional practices (Sáez-López et al., 2022). By
identifying and addressing implementation challenges, educators can optimize
the use of gamification to enhance student learning outcomes and engagement.

5.6.4 Strategies for Effective Integration

Strategies for the effective integration of gamification and game-based

learning include aligning game elements with learning objectives, providing
clear instructions and feedback, fostering collaboration among students, and
encouraging active participation. Educators can design learning activities that
incorporate game elements such as points, badges, leaderboards, and rewards
to motivate and engage students in the learning process (Lee & Loo, 2021). By
establishing a supportive and interactive learning environment, educators can
leverage gamification to enhance student motivation, critical thinking,
problem-solving skills, and overall academic achievement in mathematics
education.

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for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

5.7 THEME 7. EQUITY AND INCLUSION IN GAME-BASED LEARNING

5.7.1 Addressing Diverse Learning Needs and Styles

Equity and inclusion in game-based learning are essential considerations

to ensure that all students have access to quality educational experiences that
meet their diverse learning needs and styles. Addressing diverse learning needs
and styles involves recognizing and accommodating the individual differences
among students, including their learning preferences, abilities, and
backgrounds. By tailoring educational games to cater to diverse learning needs,
educators can create inclusive learning environments that support the
academic success of all students (Yasir et al., 2021).

5.7.2 Equity Issues in Access to Technology

Equity issues in access to technology can present barriers to the

implementation of game-based learning, particularly for underrepresented and
disadvantaged groups. Ensuring equitable access to technology resources is
crucial for promoting equal opportunities for all students to engage in game-
based learning activities. Educators and policymakers need to address
disparities in technology access to bridge the digital divide and promote equity
in educational settings (Acharya & Upreti, 2015).

5.7.3 Impact on Underrepresented and Disadvantaged Groups

The impact of game-based learning on underrepresented and

disadvantaged groups is a critical area of study. Research has shown that game-
based learning can have a positive impact on students from diverse
backgrounds, including those facing socio-economic challenges or belonging to
underrepresented groups. By providing engaging and interactive learning
experiences, educational games can help level the playing field and support the
academic success of all students, regardless of their background (Galkienė,
2021).

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Research Literature

5.8 THEME 8. PROMOTING QUALITY EDUCATION THROUGH INNOVATIVE

PEDAGOGICAL PRACTICES (SDG 4)

5.8.1 Enhancing Access to Equitable Learning Resources

Gamification serves as a tool to provide equitable access to learning

resources, especially for disadvantaged groups, by catering to diverse needs
and fostering inclusivity. Moseykina et al. (2022) emphasize the role of gamified
structures in enhancing student engagement and diversifying teaching methods,
enabling all students to develop competencies through varied activities. This
supports SDG Target 4.5, which focuses on reducing inequities in education.
Similarly, Puspitasari (2023) highlights that gamification can improve
participation and motivation among students who lack access to traditional
resources, bridging educational disparities. Leveraging mobile applications and
other technologies further promotes equity by offering accessible educational
resources. For example, Lester et al. (2023) suggest that gamified mobile
learning enables students to engage with content anytime and anywhere,
addressing challenges faced in resource-limited regions. By designing inclusive
gamified tools, educators can ensure equal opportunities for learning and
participation.

5.8.2 Fostering Lifelong Learning Skills

Gamification fosters essential skills like critical thinking, problem-

solving, and adaptability, aligning with SDG Target 4.7, which promotes
education for sustainable development. Zainuddin (2023) demonstrates that
gamified learning environments enhance conceptual understanding and critical
thinking among students, especially in mathematics. Integrating gamification
with real-world challenges, as noted by Aksoy et al. (2022), prepares students
for the complexities of the workforce by equipping them with practical and
transferable skills.
Furthermore, Langendahl et al. (2017) argue that gamification promotes
adaptability by accommodating diverse learning styles and providing multiple

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Research Literature

pathways for engagement. This flexibility is essential in equipping students for

continuous personal and professional growth in a rapidly evolving world.

5.8.3 Building Teacher Capacity for Innovation

Effective gamification in education requires investment in teacher

training and innovation. Dichev and Dicheva (2017) stress the importance of
professional development programs to equip educators with the skills to design
and implement gamified strategies, aligning with SDG Target 4.c on teacher
training. Platforms like Kahoot, highlighted by Głowacki et al. (2018), offer
accessible ways for teachers to experiment with gamification, encouraging
innovation in classrooms. In addition, training programs should emphasize
inclusivity in gamification design. Dichev and Dicheva (2017) underscore that
understanding diverse student needs is critical for creating effective gamified
experiences. This ensures that all students benefit, fostering a more inclusive
educational environment.

5.8.4 Leveraging Emerging Technologies for Equitable Education

Emerging technologies such as Virtual Reality (VR), Augmented Reality

(AR), and Artificial Intelligence (AI) enhance gamification by offering immersive
and personalized learning experiences, supporting SDG Target 4.a on inclusive
access to quality education. Research by Erbaşı (2023) highlights how VR and
AR create interactive environments that increase engagement and
understanding. However, barriers to technology access and training must be
addressed. Gentry et al. (2019) identify challenges such as infrastructure gaps
and inadequate educator training, emphasizing the need for scalable solutions
to bridge the digital divide. Additionally, AI can tailor gamified learning
experiences to individual needs, enhancing engagement and motivation by
personalizing content (Erbaşı, 2023). By adopting these technologies, educators
can foster inclusive and equitable educational practices.

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Research Literature

5.8.5 Promoting Inclusive Education through Gamification

Gamification aligns with curriculum standards to promote foundational

skills for all students, advancing SDG Target 4.1 on equitable quality education.
Nitiasih et al. (2020) demonstrate that gamification enhances engagement
among students with diverse backgrounds, creating inclusive learning
environments. Moreover, gamified learning reinforces essential skills such as
collaboration, communication, and problem-solving. Dichev and Dicheva (2017)
emphasize that these competencies are crucial for academic and professional
success. By adapting gamified tools to diverse needs, educators can ensure that
all students thrive and are prepared for future challenges.

6 DISCUSSION

6.1 THEME 1. DESIGN AND IMPLEMENTATION OF EDUCATIONAL GAMES

The design and implementation of educational games must focus on

specific characteristics that make them effective in enhancing student
learning. These games need clear learning objectives, interactive elements,
and feedback mechanisms to promote active learning (Vancini, 2023).
Gamification elements such as points, badges, and leaderboards further
enhance motivation by creating a competitive and goal-driven environment
(Oktaviati & Jaharadak, 2018). Case studies provide evidence that game-based
learning can increase student engagement and improve problem-solving skills,
demonstrating the practical benefits of integrating games in mathematics
education (Jaskari & Syrjälä, 2022). However, challenges arise in aligning these
games with curriculum standards and addressing the diverse needs of students.
Limited access to technology and professional development for educators are
additional obstacles that require attention (Shavab et al., 2021; Limantara et
al., 2023).

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for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary
Research Literature

6.2 THEME 2. IMPACT ON STUDENT MOTIVATION AND ENGAGEMENT

Educational games have a proven positive impact on student motivation

and engagement, primarily due to their ability to create immersive, fun, and
challenging learning experiences (Chen, 2024). Comparative studies suggest
that game-based learning significantly enhances student outcomes compared
to traditional instruction, improving academic achievement, critical thinking,
and problem-solving skills (Yu et al., 2020). Engagement is strongly influenced
by the teacher's role in promoting these games and by creating environments
that support flow and group participation (Hidayat & Sutrisno, 2023; Höyng,
2022). Therefore, fostering these conditions is crucial for maximizing the
effectiveness of game-based learning.

6.3 THEME 3. IMPACT ON MATHEMATICAL ACHIEVEMENT

The use of educational games has been shown to positively affect

mathematical achievement by improving students' problem-solving and critical
thinking skills. Empirical studies have demonstrated that interactive learning
experiences provided by educational games enhance students' academic
performance (Jabbar & Felicia, 2015). Meta-analyses further support the claim
that game-based learning leads to improvements in knowledge retention and
problem-solving abilities, making it a valuable tool in mathematics education
(Faisal et al., 2022). Longitudinal studies also highlight the sustained benefits
of game-based learning, showing continued improvement in mathematical skills
over time (Lameras et al., 2016). Additionally, research indicates that game-
based learning is effective across diverse student populations, fostering
inclusive learning environments (Cadiz et al., 2023).

6.4 THEME 4. COGNITIVE AND AFFECTIVE OUTCOMES

Educational games significantly impact cognitive and affective outcomes

by enhancing problem-solving and critical thinking skills. The interactive nature
of these games stimulates cognitive processes, leading to improvements in

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Research Literature

abstract reasoning and spatial logic (Suziedelyte, 2015). In terms of affective

outcomes, educational games boost students' confidence and attitudes towards
mathematics. Research has shown that these games help students feel more
competent in their mathematical abilities, fostering a positive attitude towards
the subject (Kokkalia et al., 2017). Additionally, balancing cognitive load and
game complexity is essential to ensure that students remain engaged and
develop essential cognitive skills without feeling overwhelmed (Kolovelonis &
Γούδας, 2022).

6.5 THEME 5. TECHNOLOGICAL CONSIDERATIONS

Emerging technologies such as Virtual Reality (VR), Augmented Reality

(AR), and Artificial Intelligence (AI) have greatly influenced game-based
learning. These technologies offer immersive and interactive experiences,
which have been shown to enhance student engagement and learning outcomes
(Vanderburg et al., 2021). However, accessibility and usability issues remain a
concern. Ensuring that all students, including those with disabilities or limited
access to technology, can benefit from these innovations is crucial (Chen et al.,
2020). The selection of appropriate platforms and tools for developing
educational games, such as Unity or Scratch, also plays a critical role in aligning
game-based learning experiences with curriculum goals (Chen et al., 2020).

6.6 THEME 6. TEACHER PERSPECTIVES AND PROFESSIONAL DEVELOPMENT

Teacher attitudes towards gamification are generally positive, with many

educators recognizing its potential to improve student engagement and learning
outcomes (Sajinčič et al., 2022). However, professional development is crucial
for helping teachers effectively integrate game-based learning into their
teaching practices. Research indicates that providing teachers with the
necessary training, resources, and ongoing support enhances their ability to
utilize gamification strategies effectively (Rakhmanita et al., 2022).
Nonetheless, implementation challenges such as technology integration and
curriculum alignment can hinder the successful adoption of game-based

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Research Literature

learning in the classroom. Addressing these challenges requires careful planning

and collaboration between educators and administrators (Sáez-López et al.,
2022).

6.7 THEME 7. EQUITY AND INCLUSION IN GAME-BASED LEARNING

Equity and inclusion are critical factors in game-based learning.

Educational games must be designed to accommodate diverse learning needs
and styles, ensuring that all students, regardless of their abilities or
backgrounds, can benefit from the learning experiences they offer (Yasir et al.,
2021). Access to technology remains a significant barrier, particularly for
disadvantaged and underrepresented groups. Addressing these equity issues is
vital for ensuring that all students have equal opportunities to engage in game-
based learning (Acharya & Upreti, 2015). Research suggests that game-based
learning can positively impact these groups by leveling the playing field and
supporting their academic success (Galkienė, 2021).

6.8 THEME 8. PROMOTING QUALITY EDUCATION THROUGH INNOVATIVE

PEDAGOGICAL PRACTICES (SDG 4)

Promoting quality education through innovative pedagogical practices,

aligned with SDG 4, highlights the transformative potential of gamification in
fostering equitable and inclusive learning environments. Gamification enables
access to learning resources for disadvantaged groups, as Moseykina et al.
(2022) note, by enhancing student engagement and diversifying teaching
methods, thereby addressing SDG Target 4.5 on equity in education. This is
further reinforced by Puspitasari (2023) and Lester et al. (2023), who
demonstrate the role of mobile technologies in bridging educational disparities
and providing equitable learning opportunities. Beyond access, gamification
fosters lifelong learning skills, such as critical thinking and problem-solving, as
Zainuddin (2023) and Aksoy et al. (2022) emphasize, by integrating real-world
challenges into educational frameworks. Additionally, Langendahl et al. (2017)
highlight its adaptability to diverse learning styles, ensuring flexibility and

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Research Literature

personal growth. The successful implementation of gamification also relies on

building teacher capacity, with Dichev and Dicheva (2017) and Głowacki et al.
(2018) underscoring the need for professional development and innovative
strategies like Kahoot. Emerging technologies, including VR, AR, and AI, further
enhance gamification's impact by creating immersive and personalized learning
experiences, as discussed by Erbaşı (2023), while Gentry et al. (2019) stress the
importance of addressing access and training barriers to bridge the digital
divide. Lastly, gamification promotes inclusive education by fostering
foundational skills like collaboration and communication, as demonstrated by
Nitiasih et al. (2020) and Dichev and Dicheva (2017), ensuring all students are
equipped for future challenges. Through these innovative approaches,
gamification aligns education with sustainable development goals, preparing
learners for a dynamic and equitable future.

6.9 RESEARCH GAPS AND FUTURE RESEARCH DIRECTIONS

While current research highlights the positive impact of gamification and

GBL in mathematics education, several research gaps persist. First, more
longitudinal studies are needed to assess the long-term effects of GBL on
mathematical achievement. Second, there is limited research on the role of
teacher training and its impact on the effective implementation of GBL.
Additionally, studies on the impact of GBL on underrepresented and
disadvantaged student populations are sparse. Future research should focus on
understanding how diverse learning needs can be addressed through
personalized game design and how equity issues in technology access can be
mitigated.

6.10 IMPLICATIONS FOR PRACTICE AND POLICY

The findings of this review have several implications for educational

practice and policy. Teachers should be provided with ongoing professional
development opportunities to enhance their ability to integrate gamification
strategies effectively into their instruction. Moreover, policymakers must

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Research Literature

address technology access disparities by ensuring equitable access to digital

learning tools, especially for disadvantaged students. Finally, educational
institutions should invest in the development of inclusive, accessible game-
based learning platforms that cater to a diverse range of student needs and
abilities.

7 CONCLUSION

7.1 SUMMARY OF KEY FINDINGS

The key findings from the analysis highlight the potential of gamification
and game-based learning in advancing Sustainable Development Goal 4 (SDG 4)
on quality education. Effective educational games are designed with clear
objectives, immediate feedback, and progressive challenges that cater to
diverse learning needs, as emphasized by Vancini (2023). Incorporating
gamification elements such as points, badges, and leaderboards further
enhances student engagement and motivation, fostering a competitive and
rewarding learning environment (Oktaviati & Jaharadak, 2018; Bigdeli et al.,
2023). Real-world case studies, such as those by Jaskari and Syrjälä (2022),
provide evidence of improved critical thinking and problem-solving through
game-based learning. However, challenges such as aligning games with
curriculum standards and addressing accessibility issues persist, requiring
careful planning and support (Shavab et al., 2021; Limantara et al., 2023).
The impact on student motivation and engagement is significant, as
games promote immersion and active participation, outperforming traditional
teaching methods (Chen, 2024; Yu et al., 2020). Longitudinal studies
underscore sustained academic gains and inclusivity, ensuring equitable
learning experiences across diverse demographics (Cadiz et al., 2023; Lameras
et al., 2016). Additionally, educational games foster cognitive skills like
problem-solving and critical thinking, alongside affective traits such as
confidence and positive attitudes towards mathematics (Suziedelyte, 2015;
Kokkalia et al., 2017).

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Emerging technologies like Virtual Reality, Augmented Reality, and

Artificial Intelligence play a pivotal role in creating immersive, personalized
learning experiences (Vanderburg et al., 2021; Erbaşı, 2023). Despite their
promise, barriers to equitable technology access and teacher training highlight
the need for scalable and inclusive solutions (Gentry et al., 2019). Teacher
capacity building is crucial for integrating gamification effectively, with
professional development and innovative platforms like Kahoot facilitating this
process (Dichev & Dicheva, 2017; Głowacki et al., 2018).
Gamification also aligns with SDG targets on equity and inclusivity by
addressing diverse learning needs and promoting foundational skills through
engaging, interactive strategies (Nitiasih et al., 2020; Dichev & Dicheva, 2017).
These findings emphasize gamification’s potential to revolutionize educational
practices, ensuring that all learners, regardless of background, have access to
quality education and the skills necessary for sustainable development.

7.2 LIMITATIONS OF THE STUDY

The study on gamification and game-based learning in mathematics

education provides valuable insights but is subject to several limitations. One
significant limitation is the overreliance on qualitative methodologies, which,
while providing in-depth perspectives, may lack the generalizability offered by
quantitative approaches. This methodological gap restricts the ability to draw
broader conclusions across diverse educational contexts. Another limitation is
the limited focus on longitudinal studies. The research primarily examines
short-term impacts, leaving gaps in understanding the long-term effects of
gamification on mathematical achievement and cognitive skills development.
Additionally, accessibility and equity issues present significant
challenges. While the study emphasizes the potential of gamification to bridge
educational disparities, it does not comprehensively address the digital divide,
particularly for underrepresented and disadvantaged groups with limited access
to technology. Furthermore, the role of teacher training in successful
gamification implementation is underexplored. Although the study highlights
the importance of professional development, there is insufficient empirical

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evidence on how varying levels of teacher preparedness affect the outcomes of

game-based learning.
Another limitation involves the diversity of educational games studied.
Many of the cited studies focus on generic gamification elements like points,
badges, and leaderboards, with less attention given to culturally relevant or
context-specific game designs that could better address diverse student needs.
Moreover, technological challenges, including usability issues with emerging
tools like Virtual Reality (VR) and Artificial Intelligence (AI), are acknowledged
but not deeply examined.
Lastly, while the study aligns gamification with Sustainable Development
Goal 4 (SDG 4), it does not provide a robust framework for integrating
gamification strategies into policy and curriculum development. Future
research should address these limitations to optimize the potential of
gamification for equitable, effective, and sustainable mathematics education.

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