The effect of mobile gamification-supported mathematics teaching on elementary school students' academic achievement, achievement emotions and motivation

This study aims to investigate the impact of mobile gamification-supported mathematics instruction on elementary school students' academic achievement, achievement emotions, and motivation. This study employed an embedded mixed-methods, wherein the quantitative component followed a pretest-posttest nonequivalent control group quasi-experimental approach. The research included one experimental group and two control groups. Participants included second-grade students at a public elementary school in the Karaköprü district of Şanlıurfa province, Turkey, during the 2022-2023 academic year. The study sample consisted of 34 participants in the experimental group, 28 participants in the first control group, and 34 participants in the second control group. Quantitative data were collected using the "Academic Achievement Test," the "Achievement Emotions Questionnaire for Pre-Adolescents", and the "Elementary School Motivation Scale." These instruments were administered as a pretest before the experimental intervention. During the seven-week experimental period, the experimental group received instruction supported by mobile gamification, whereas both control groups followed the standard curriculum. The researcher instructed the experimental group and control group 1, while the students' regular classroom teacher led control group 2. Following the experimental period, posttest data were collected from all groups, and a retention test was administered four weeks later. Furthermore, qualitative data were gathered through semi-structured interviews with students from the experimental group at the conclusion of the intervention. Quantitative data were analyzed using Analysis of Variance (ANOVA) and the Kruskal-Wallis test via SPSS software, while qualitative data were analyzed through content analysis. The findings indicate that mobile gamification-supported mathematics instruction proved more effective in improving academic achievement than traditional methods. However, its efficacy in facilitating the long-term retention of learning outcomes was comparatively lower. Additionally, the study revealed that this instructional approach did not significantly impact students' achievement emotions, motivation, or long-term retention when compared to the conventional curriculum. Despite these findings, students identified several perceived advantages associated with mobile gamification-supported instruction. They stated that the approach enhanced their learning experience, deepened their comprehension of mathematical concepts, strengthened their knowledge, and alleviated learning-related anxiety. Furthermore, they indicated that this approach enhanced their confidence in mastering the subject, made learning more interactive and enjoyable, and fostered greater motivation to engage with mathematics.