The Effect of gamified mathematics teaching in meta environment on the attitudes, motivation and satisfaction of gifted students

The aim of the study is to determine the effects of gamified mathematics teaching practices in the virtual classroom environment in the 6th grade mathematics course on the mathematics attitude, satisfaction, motivation and retention towards technology of gifted students. The study was conducted with 6th grade students a total number of 26 students, 13 of them were in the study group and 13 of them were in the control group. The participants were 6th grade students of Science and Art Center in Küçükçekmece which aims to educate gifted students. While the gamified mathematics teaching developed for them was applied to the students in the experimental group by the researcher, the students in the control group taught their lessons with their current teachers and without intervention. Within the scope of the research, Mathematics Saturation Scale, Mathematics Motivation Scale, Mathematics Attitude Scale and Students' Attitude Towards Technology Scale were used to collect data. The mentioned tests were given to the experimental and control group students as pre-test and post-test. The results of the research were obtained by applying appropriate analysis techniques with the collected data. When the findings of the study were examined, there was no significant difference in terms of mathematics motivation, satisfaction and attitude. After the application, it was observed that the attitudes of the students in the experimental group towards technology differed significantly from the students in the control group and were higher.