In both classroom settings and everyday life, it is common to encounter phrases such as "Math is not for me," "I'm not good at scientific subjects," "I can't do it," "I don't understand anything," "What's the use?", and "I've always had bad grades in maths". These expressions reflect various forms of anxiety, frustration, and lack of confidence in one's mathematical abilities. Addressing these negative perceptions is crucial for improving attitudes towards mathematics, especially for students and their academic success. This research presents a case study on gamification's impact on middle school students' perceptions of mathematics in the Italian-speaking region of Switzerland. Inspired by role-playing game (RPG) dynamics, students take the role of fantasy characters navigating a structured world, facing challenges to earn points and progress through the story. The teacher acts as a game master, guiding the narrative while minimizing direct intervention. The game system includes an explorable map, individual and collaborative tasks to improve mathematical and social skills, and a progression system rewarding both academic performance and positive behaviour. Storytelling elements enhance immersion, while challenges requiring problem-solving or strategic skills promote deeper engagement. Preliminary observations suggest reduced maths anxiety and more positive attitudes towards the subject, though results appear to differ by gender. These findings indicate gamification's potential as a supportive educational tool, warranting further research.
Babazadeh et al. (Fri,) studied this question.