<p>This study evaluates the effectiveness of a gamified interactive educational tool (G-IET) in addressing reversal errors in algebra, a persistent misinterpretation of relational language in comparative word problems. The G-IET was designed and developed within a didactic framework specifically aimed at developing algebraic learning, providing a concrete visual learning approach and immediate feedback with the goal of enhancing students’ understanding of equality and symbolic representation in algebraic contexts. A longitudinal design was employed with students who initially committed reversal errors. Participants engaged with the G-IET across eight sessions. Quantitative data were collected via pre- and post-tests involving algebraic translation tasks under both timed and untimed conditions. Qualitative data were obtained through open-ended responses and emotional engagement surveys grounded in flow theory. Results indicated substantial improvements in students’ algebraic performance (large effect): an 87% reduction in reversal errors was achieved, accompanied by substantial decreases in operator errors (87.5%) and a complete elimination of hybrid errors (100%). Qualitative analyses revealed enhanced comprehension of problem statements, improved equation formulation, and greater self-regulation in learning strategies. Students highlighted the visual design, progressive structure, and motivational aspects of the tool as beneficial for learning. Emotional engagement remained consistently high throughout the learning experience, contributing to sustained attention and motivation. In conclusion, the G-IET demonstrated strong pedagogical effectiveness by significantly reducing reversal errors and supporting the development of conceptual understanding in algebra. These findings emphasize the importance of integrating interactive, visually supported environments in mathematics instruction to target and remediate specific misconceptions while maintaining student engagement.</p>