Against the backdrop of deepening reforms in basic education, improving primary school students’ interest in and achievement in mathematics has become a key research topic. Traditional mathematics teaching methods, with their abstract content and monotonous format, can easily instill fear in younger students, dampen their enthusiasm, and negatively impact learning outcomes. Introducing gamification elements such as points, badges, challenges, and narratives into teaching models can stimulate student motivation and foster active participation in class. This paper, through a literature review, systematically examines the mechanisms of gamification in primary school mathematics instruction. It focuses on the impact of different gamification elements (e.g., dynamics, mechanisms, and component elements) and their combinations on mathematical achievement, and analyzes their applicability across different knowledge types, such as number and algebra, and graphs and geometry. Furthermore, this study examines individual differences in the impact of gamification on primary school mathematics achievement. This study aims to provide theoretical and practical insights for improving the design of gamification-based instruction in primary school mathematics and promote its scientific application in basic education.
Yifan Zhang (Thu,) studied this question.