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This study aims to investigate the effect of gamification on fifth-grade students’ academic achievements and attitudes towards mathematics course. For this purpose, the teaching process of the “fractions” as a subject of the mathematics course is equipped with gamification elements. The quasi-experimental design is preferred as the research design. Achievement test and attitude scale were used as data collection instruments. The participants of the study consisted of fifth-grade students (n = 46). The Pyramidal Design Model was preferred as the gamification design model in this study. Elements of this model were adapted to the class level of participants in this research. As a result of the study, a remarkable statistical difference was observed in the achievement test in favor of the experimental group. However, no major difference was observed in the attitude scale results. This study contains suggestions for the educational use of gamification based on research findings.
KARAMERT et al. (Sat,) studied this question.