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<p>This mixed-methods study examines the impact of gamified problem-solving activities on elementary students’ behavioral, emotional, and cognitive engagement in mathematics. Thirty-three 5th-grade students and three math teachers participated in the study, using First in Math (FIM), a digital gamified learning platform. Quantitative data from pre- and post-intervention surveys and qualitative data from student and teacher interviews were analyzed to explore engagement outcomes. Results revealed significant increases in students’ overall engagement, particularly in behavioral and cognitive domains. Gamification elements, such as rewards, adaptive challenges, and time-based tasks, were found to enhance students’ participation, persistence, and strategic thinking. Student interviews highlighted factors such as active participation, enjoyment and metacognitive awareness, while teachers observed elements including peer interaction and persistence. These findings underscore the potential of gamified problem-solving tools to support deeper engagement and offer instructional strategies for integrating gamification effectively in math classrooms. Implications for practice and future research directions are discussed.</p>

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Levels, stickers, and strategies: how gamified math tasks foster elementary student engagement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月3日

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  • Zilong Pan,
  • Ke Wang,
  • Jiayan Zhu,
  • Melissa Smith

摘要

This mixed-methods study examines the impact of gamified problem-solving activities on elementary students’ behavioral, emotional, and cognitive engagement in mathematics. Thirty-three 5th-grade students and three math teachers participated in the study, using First in Math (FIM), a digital gamified learning platform. Quantitative data from pre- and post-intervention surveys and qualitative data from student and teacher interviews were analyzed to explore engagement outcomes. Results revealed significant increases in students’ overall engagement, particularly in behavioral and cognitive domains. Gamification elements, such as rewards, adaptive challenges, and time-based tasks, were found to enhance students’ participation, persistence, and strategic thinking. Student interviews highlighted factors such as active participation, enjoyment and metacognitive awareness, while teachers observed elements including peer interaction and persistence. These findings underscore the potential of gamified problem-solving tools to support deeper engagement and offer instructional strategies for integrating gamification effectively in math classrooms. Implications for practice and future research directions are discussed.