The transition from high school to university-level mathematics is often accompanied by significant challenges. During the COVID-19 pandemic, these difficulties were further exacerbated by the abrupt shift to online learning. In response, educators increasingly turned to gamification—“a process of enhancing a service with affordances for gameful experiences in order to support users’ overall value creation”—as a strategy to address the limitations of remote instruction. In this study, we designed a gamified environment for a first-year Number Theory course. The system was constructed using targeted game elements such as leaderboards, optional challenge exams, and recognition for elegant solutions. These features were then integrated into a comprehensive point-based assessment system, which accounted for weekly quizzes and active participation. Following a quasi-experimental design, this study compared two groups of pre-service mathematics teachers: the class of 2017 (N = 62), which received traditional in-person instruction (control group), and the class of 2020 (N = 61), which participated in an online, gamified version of the course (experimental group). Both groups were taught by the same lecturer, using identical content, concepts, and similar tasks throughout the course. Academic performance was measured using midterm exam results. While no significant difference emerged on the first midterm in week 6 (their average percentages were 50% and 51%), the experimental group significantly outperformed the control group on the second midterm at the end of the term (their average percentages were 65% and 49%). These results suggest that a thoughtfully designed, gamified approach can enhance learning outcomes in an online mathematics course.
Muzsnay et al. (Tue,) studied this question.