Gamification in Mathematics Education: A Narrative Review of Digital Tools, Student Engagement and Learning Outcomes

Hawwa Neena Ali

Senior Lecturer, Faculty of Engineering, Science and Technology, Maldives National University, Male, Maldives.

Abstract

Digital gamification now appears in mathematics classrooms in many forms, from timed quiz platforms to purpose-built adaptive games and online escape rooms. Yet, the evidence on what these tools do is scattered and uneven. This narrative review asks which digital tools and approaches researchers have studied in mathematics education, what they report about student engagement and motivation, what they report about mathematics learning, and what stands in the way of implementation. Fifty-nine English-language records identified in discovery searches on 16 September 2026 were organized into a structured literature grid. Twenty-eight were treated as core studies, nine as supporting, and four as background sources, while six records without verified full text were kept outside the main synthesis. Quiz platforms, particularly Kahoot, are prominent in the reviewed classroom studies and usually report higher post-test scores than conventional teaching. However, the studies are small, short, and mostly quasi-experimental, and some reported effect sizes warrant scrutiny. The most convincing evidence of learning comes from purpose-built and adaptive games, particularly where the game mechanics are tied to a specific mathematical structure and compared with a closely matched alternative. Engagement findings are favourable but thin: motivation is often assumed rather than measured, and competition has mixed effects. Common implementation barriers include devices, connectivity, teacher preparation and time for reflection. The findings suggest that research should examine which design features support learners and mathematical tasks, rather than treating gamification as a single intervention.

Keywords: Gamification; Mathematics education; Digital games; Kahoot; Student engagement; Learning outcomes

References

1. Akgül, Ö. and Güler, M. (2026) ‘Individual versus collaborative learning: impact of gamification on achievement and student engagement’, The Journal of Educational Research, 119(4), pp. 401-412.
2. Alt, D. (2023) ‘Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation’, Computers and Education, 200, 104806. https://doi.org/10.1016/j.compedu.2023.104806
3. Andrini, V.S., Hidayati, U., Etika, E.D., et al. (2026) ‘Why AI-based adaptive learning outperforms game-based strategies in the development of mathematical reasoning’, Frontiers in Education, 11, 1812582. https://doi.org/10.3389/feduc.2026.1812582
4. Bang, H.J., Li, L. and Flynn, K. (2023) ‘Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning’, Early Childhood Education Journal, 51(4), pp. 717-732. https://doi.org/10.1007/s10643-022-01332-3
5. Chu, H.C., Chen, J.M., Kuo, F.R., et al. (2021) ‘Development of an adaptive game-based diagnostic and remedial learning system based on the concept-effect model for improving learning achievements in mathematics’, Educational Technology and Society, 24(4), pp. 36-53.
6. Chu, M.-W. and Fowler, T.A. (2020) ‘Gamification of formative feedback in language arts and mathematics classrooms: application of the Learning Error and Formative Feedback (LEAFF) model’, International Journal of Game-Based Learning, 10(1), pp. 1-18.
7. Clune, M. (2020) ‘Understanding students’ use of mathematical processes during a digital escape game’, The New Zealand Annual Review of Education, 26, pp. 123-129. https://doi.org/10.26686/nzaroe.v26.6927
8. Coffland, D. and Huff, T. (2022) ‘Stats kwon do: a case study in instructional design, multimedia and gamification of instruction’, TechTrends, 66(6), pp. 945-956. https://doi.org/10.1007/s11528-022-00793-y
9. Cortés, A., Breda, A., Sánchez, A., et al. (2026) ‘Preservice secondary school teachers’ knowledge and competencies when reflecting on the incorporation of gamification in the teaching of mathematics’, Education Sciences, 16(1), 20. https://doi.org/10.3390/educsci16010020
10. Dai, C.P., Ke, F. and Pan, Y. (2022) ‘Narrative-supported math problem solving in digital game-based learning’, Educational Technology Research and Development, 70(4), pp. 1261-1281. https://doi.org/10.1007/s11423-022-10129-5
11. Denham, A.R. (2018) ‘Using a digital game as an advance organizer’, Educational Technology Research and Development, 66(1), pp. 1-24.
12. Denham, A.R. (2019) ‘Using the PCaRD digital game-based learning model of instruction in the middle school mathematics classroom: a case study’, British Journal of Educational Technology, 50(1), pp. 415-427.
13. Devi, I.P., Mayasari, N. and Indriani, A. (2025) ‘Effect of the Kahoot-assisted Team Games Tournament model on mathematics learning outcomes of grade XI students’, Journal of Mathematics Education and Science, 8(2), pp. 191-201. https://doi.org/10.32665/james.v8i2.5114
14. Di Leonardo, L., Donati, M.A. and Primi, C. (2026) ‘Assessing mathematical competence and maths anxiety in primary school children using an integrated game-based approach’, Assessment and Development Matters, 18(1), 18. https://doi.org/10.53841/bpsadm.2026.18.1.18
15. Dündar, A.A.D. and Öztürk, G. (2026) ‘Exploring pre-service mathematics teachers’ perceptions and experiences regarding gamification in mathematics education’, International Journal of Serious Games, 13(1), pp. 159-177.
16. Es-Sajjade, A. and Paas, F. (2020) ‘Educational theories and computer game design: lessons from an experiment in elementary mathematics education’, Educational Technology Research and Development, 68(5), pp. 2685-2703. https://doi.org/10.1007/s11423-020-09799-w
17. García-Hernández, A. and González-Ramírez, T. (2021) ‘Technology as gamification means in mathematics learning’, Proceedings of the 7^th International Conference on Higher Education Advances (HEAd’21). Valencia, Spain, pp. 1-8. doi: 10.4995/HEAd21.2021.13165.
18. Gurjanow, I., Oliveira, M., Zender, J., et al. (2019) ‘Mathematics trails: shallow and deep gamification’, International Journal of Serious Games, 6(3), pp. 65-79. https://doi.org/10.17083/ijsg.v6i3.306
19. Hanghøj, T., Lieberoth, A. and Misfeldt, M. (2018) ‘Can cooperative video games encourage social and motivational inclusion of at-risk students?’, British Journal of Educational Technology, 49(4), pp. 775-799. https://doi.org/10.1111/bjet.12642
20. Hulse, T., Daigle, M., Manzo, D., et al. (2019) ‘From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding’, Educational Technology Research and Development, 67(2), pp. 423-441. https://doi.org/10.1007/s11423-019-09653-8
21. Ikpat, N.A. (2025) ‘Teacher perceptions of gamification’s influence on student engagement and learning in Nigerian primary schools’, European Journal of Education, 60(3), e70179. https://doi.org/10.1111/ejed.70179
22. Jarrah, A.M., Wardat, Y., Fidalgo, P., et al. (2025) ‘Gamifying mathematics education through Kahoot: fostering motivation and achievement in the classroom’, Research and Practice in Technology Enhanced Learning, 20, 10. https://doi.org/10.58459/rptel.2025.20010
23. Jost, P., Cobb, S. and Hämmerle, I. (2020) ‘Reality-based interaction affecting mental workload in virtual reality mental arithmetic training’, Behaviour and Information Technology, 39(10), pp. 1062-1078. https://doi.org/10.1080/0144929X.2019.1641228
24. Kärki, T., McMullen, J. and Lehtinen, E. (2022) ‘Improving rational number knowledge using the NanoRoboMath digital game’, Educational Studies in Mathematics, 110(1), pp. 101-123. https://doi.org/10.1007/s10649-021-10120-6
25. Latifah, A., Choirudin, C. and Ningsih, E.F. (2024) ‘Interactive quiz media based on the Kahoot educational game to increase student motivation and learning outcomes’, Journal of Teaching and Learning Mathematics, 2(1), pp. 01-07. https://doi.org/10.22219/jtlm.v2i1.32909
26. Lee, H.K. and Choi, A. (2020) ‘Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania’, Educational Technology Research and Development, 68(6), pp. 3567-3585. https://doi.org/10.1007/s11423-020-09808-y
27. Liat, E. and Hayak, M. (2025) ‘The integration of digital games into teaching and learning—a unique constructivist framework’, British Journal of Educational Technology, 56(5), pp. 2202-2222. https://doi.org/10.1111/bjet.13555
28. Lämsä, J., Hämäläinen, R., Aro, M., et al. (2018) ‘Games for enhancing basic reading and maths skills: a systematic review of educational game design in supporting learning by people with learning disabilities’, British Journal of Educational Technology, 49(4), pp. 596-607. https://doi.org/10.1111/bjet.12639
29. López, P., Rodrigues-Silva, J. and Alsina, Á. (2021) ‘Brazilian and Spanish mathematics teachers’ predispositions towards gamification in STEAM education’, Education Sciences, 11(10), 618. https://doi.org/10.3390/educsci11100618
30. Marín-Díaz, V., Sampedro-Requena, B.E., Muñoz-Gonzalez, J.M., et al. (2020) ‘The possibilities of gamifying the mathematical curriculum in the early childhood education stage’, Mathematics, 8(12), 2215. https://doi.org/10.3390/math8122215
31. Mc Kevitt, C., Porcenaluk, S. and Connolly, C. (2025) ‘Effective professional development and gamification enacting curriculum changes in critical mathematics education’, Education Sciences, 15(7), 843. https://doi.org/10.3390/educsci15070843
32. Nikola, D.A., Harini, E. and Taufiq, I. (2024) ‘The effect of using the educational game Quizizz on student motivation and math learning in grade 8’, Union: Jurnal Ilmiah Pendidikan Matematika, 12(3), pp. 612-625. https://doi.org/10.30738/union.v12i3.17763
33. Norum, R., Lee, J.E., Ottmar, E., et al. (2024) ‘Student profiles based on in-game performance and help-seeking behaviours in an online mathematics game’, British Journal of Educational Technology, 55(6), pp. 2697-2718. https://doi.org/10.1111/bjet.13463
34. Pellas, N. (2024) ‘Effects of Kahoot! on K-12 students’ mathematics achievement and multi-screen addiction’, Multimodal Technologies and Interaction, 8(9), 81. https://doi.org/10.3390/mti8090081
35. Pg Abu Bakar, D.N.N., Shahrill, M. and Zakariya, Y.F. (2023) ‘Digital escape game and students’ learning outcomes in mathematics: experience from Brunei’, Sage Open, 13(4), 21582440231216838. https://doi.org/10.1177/21582440231216838
36. Rahim, M., Mohammed, L.A. and Batool, S. (2025) ‘The effect of Kahoot as a gamification-based assessment tool on primary students’ academic achievement in mathematics’, International Journal of Technology in Education, 8(4), pp. 977-997.
37. Rambe, A.F. and Nuh, M. (2025) ‘Wordwall-assisted gamification: improving mathematics learning outcomes through strengthening motivation and learning engagement’, Journal for Research in Mathematics Learning, 8(4), pp. 419-428. https://doi.org/10.24014/juring.v8i4.38660
38. Rezeki, S. and Amelia, S. (2025) ‘Enhancing mathematics learning in phase E: assessing Wordwall effectiveness’, International Journal of Evaluation and Research in Education, 14(2), pp. 1246-1252. https://doi.org/10.11591/ijere.v14i2.30051
39. Sari, P.M. and Utami, R.D. (2025) ‘The effect of Kahoot gamification strategy on improving math comprehension in elementary school students’, Jurnal Cakrawala Pendas, 11(2), pp. 441-452. https://doi.org/10.31949/jcp.v11i2.13201
40. Shopia, N., Fatirul, A.N. and Prayitno, S.H. (2025) ‘The effect of Kahoot media use and learning motivation on student learning outcomes in mathematics subjects’, Jurnal Teknologi Pendidikan: Jurnal Penelitian Dan Pengembangan Pembelajaran, 10(4), pp. 874-884.
41. Skilodimos, D., Skiadas, P. and Tsami, E. (2026) ‘Evaluating a Greek educational game for teaching mathematics and natural sciences’, International Journal of Advanced Corporate Learning, 19(1), pp. 1-12. https://doi.org/10.3991/ijac.v19i1.57929
42. Stohlmann, M. and Kim, Y.R. (2020) ‘Game-based learning: robotics and escape rooms’, Australian Mathematics Education Journal, 2(4), pp. 20-24.
43. Watson-Huggins, J. and Trotman, S. (2020) ‘Gamification and motivation to learn math using technology’, Quarterly Review of Distance Education, 20(4), pp. 79-91. https://doi.org/10.1108/QRDE-07-2020-0006
44. Yang, K.H., Chu, H.C., Hwang, G.J., et al. (2025) ‘A progressive concept map-based digital gaming approach for mathematics courses’, Educational Technology Research and Development, 73(3), pp. 1623-1653. https://doi.org/10.1007/s11423-025-10461-6
45. Zeng, J., Sun, D., Looi, C.K., et al. (2024) ‘Exploring the impact of gamification on students’ academic performance: a comprehensive meta-analysis of studies from the year 2008 to 2023’, British Journal of Educational Technology, 55(6), pp. 2478-2502. https://doi.org/10.1111/bjet.13471
46. Zeng, J., Zhang, P., Zhou, J., et al. (2025) ‘The impact of embodied scaffolding sequences on STEM conceptual learning’, Educational Technology Research and Development, 73, pp. 767-792. https://doi.org/10.1007/s11423-024-10438-x