The effect of gamified fraction teaching on the achievement of 6th grade students

This study explores the relationship between the concept of fractions—one of the key topics in middle school mathematics—and the theory of gamification, conducted in a selected public middle school. The primary aim of the study is to demonstrate that students' active participation in lessons can progress in parallel with their academic achievement. Activities promoting active learning were designed, and data were collected for assessment and evaluation purposes. These activities, which played a significant role in the study, were implemented through three different educational websites. The findings obtained were analyzed and included in the conclusion section of the study. These results indicate that the use of gamification in education can lead to more effective learning processes. Within the scope of the study, a quasi-experimental design with a test-control group was chosen as the method. Accordingly, the implementation site was designated as Mehmet Gedik Middle School. Applications and tests were conducted with the participation of 34 sixth-grade students. The findings obtained demonstrate the effects of the gamification theory on education. By highlighting the impact of gamification theory in the teaching of fractions, this study aims to serve as a reference for future research and to inspire innovative approaches in education. Keywords: Gamification, Mathematics, Fraction