Document Type : Research Paper
Authors
1 Department of Educational Sciences, Faculty of humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Master of Educational Technology, Islamic Azad University,
3 Master of Educational Technology, Educationlal ministry of Tehran,
Abstract
The present study was conducted with the aim of investigating the effect of gamification-based teaching on students' math anxiety and motivation. In terms of purpose, this research is classified as applied research, and in terms of data collection method, it is a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population of this research included all fourth-grade female elementary school students in Ahvaz county during the academic year 2023-2024. The sampling method was random sampling, in which 30 individuals were simply randomly assigned to control and experimental groups. The experimental group received instruction using a gamification scenario for 10 sessions of 45 minutes each. The research instruments included: the Mathematics Anxiety Questionnaire by Syed Vahid, Yusuf, and Rezaq (2014), the Mathematics Motivation Questionnaire by Zikriya and Massimiliano (2021), and games including Crossmath-Math Puzzle Games and Toon Math: Math Games. The obtained data were analyzed using one-way analysis of covariance (ANCOVA) with SPSS software. The results showed that after adjusting for pre-test scores in math anxiety (eta coefficient=0.40, p<0.05, F(1,27)=161.043) and math motivation, there was a significant effect between subjects in the two groups (eta coefficient=0.434, p<0.05, F(1,27)=42.221). Therefore, it can be concluded that gamification-based teaching has a significant effect on math anxiety and academic achievement motivation in mathematics.
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