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<p>Gamified project-based learning (GPBL) is an innovative pedagogy that combines the core principles of Project-Based Learning (PBL) with engaging games or gaming elements to enhance student motivation, participation, and learning outcomes. This study investigated the impact of GPBL compared with traditional PBL on students’ academic performance and learning motivation in elementary mathematics classes. Conducted over 2&#xa0;weeks with 48 sixth-grade students in China, a quasi-experimental design was applied with an experimental group and a control group, each experiencing 10 learning sessions. Pre- and post-assessments measured students’ mathematics achievement and motivational shifts, revealing that GPBL enhanced both academic outcomes and motivational dimensions significantly more than PBL did. Qualitative analysis of interviews with students and teachers highlighted the role of gamified elements—such as role-playing, competitive challenges, and interactive video games—in fostering a more engaging and effective learning environment. The results offer practical insights for the integration of gamification in PBL frameworks to optimize instructional strategies and support student motivation and achievement. A theoretical framework for GPBL is also proposed based on the experimental results.</p>

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Effects of Gamified Project-Based Learning on Mathematics Achievement and Motivation: A Comparative Study in Elementary Education

  • 期刊论文

  • 发表日期：

    2026年1月17日

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  • Junjie Shang,
  • Wendan Huang,
  • Xiuhan Li

摘要

Gamified project-based learning (GPBL) is an innovative pedagogy that combines the core principles of Project-Based Learning (PBL) with engaging games or gaming elements to enhance student motivation, participation, and learning outcomes. This study investigated the impact of GPBL compared with traditional PBL on students’ academic performance and learning motivation in elementary mathematics classes. Conducted over 2 weeks with 48 sixth-grade students in China, a quasi-experimental design was applied with an experimental group and a control group, each experiencing 10 learning sessions. Pre- and post-assessments measured students’ mathematics achievement and motivational shifts, revealing that GPBL enhanced both academic outcomes and motivational dimensions significantly more than PBL did. Qualitative analysis of interviews with students and teachers highlighted the role of gamified elements—such as role-playing, competitive challenges, and interactive video games—in fostering a more engaging and effective learning environment. The results offer practical insights for the integration of gamification in PBL frameworks to optimize instructional strategies and support student motivation and achievement. A theoretical framework for GPBL is also proposed based on the experimental results.