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

Author

Listed:
  • Karina Fuentes-Riffo

    (Facultad de Educación, Universidad de Concepción, Concepción 4070386, Chile)

  • Pedro Salcedo-Lagos

    (Facultad de Educación, Universidad de Concepción, Concepción 4070386, Chile)

  • Cristian Sanhueza-Campos

    (Escuela de Educación, Universidad de Concepción, Los Angeles 4451032, Chile)

  • Pedro Pinacho-Davidson

    (Facultad de Ingeniería, Universidad de Concepción, Concepción 4070386, Chile)

  • Miguel Friz-Carrillo

    (Facultad de Educación y Humanidades, Universidad del Bío-Bío, Chillán 3810178, Chile)

  • Gabriela Kotz-Grabole

    (Facultad de Humanidades y Arte, Universidad de Concepción, Concepción 4070386, Chile)

  • Fabiola Espejo-Burkart

    (Facultad de Educación, Universidad de Concepción, Concepción 4070386, Chile)

Abstract

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

Suggested Citation

  • Karina Fuentes-Riffo & Pedro Salcedo-Lagos & Cristian Sanhueza-Campos & Pedro Pinacho-Davidson & Miguel Friz-Carrillo & Gabriela Kotz-Grabole & Fabiola Espejo-Burkart, 2023. "The Influence of Gamification on High School Students’ Motivation in Geometry Lessons," Sustainability, MDPI, vol. 15(21), pages 1-16, November.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:21:p:15615-:d:1274026
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    References listed on IDEAS

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    1. Lianghuo Fan & Lingzhu Li & Qiuyu Chen & Na Li, 2023. "How Is Educational Gamification Represented in School Curriculum? An Investigation of Chinese Secondary Mathematics Textbooks," Sustainability, MDPI, vol. 15(4), pages 1-17, February.
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