Gamified Instruction in Mathematics: A Meta-Synthesis
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Abstract
Gamified instruction refers to utilizing game design elements for non-game activities and applying them in education. In this study, a meta-synthesis research design was utilized to synthesize findings on gamified instruction. Harzing’s Publish or Perish software was used to collect articles on gamified instruction from the Google Scholar and Scopus databases that were published from 2015–2022. A review protocol in the form of inclusion and exclusion criteria was established to screen possible articles for meta-synthesis, and 32 out of 134 articles were selected as part of this systematic review. Preferred Reporting Items for the Systematic Review and a Meta-Analysis flow diagram were used to organize the extracted data. Braun and Clarke’s protocol on thematic analysis was used to analyze the collected data from the included studies. Eleven themes emerged that were clustered into three meta-themes, consisting of positive experiences, negative experiences, and addressing these challenges. Students’ experiences enabled them to learn mathematics engagingly without trying hard to learn, while enhancing and creating meaningful learning. It is recommended that teachers should test the effectiveness of gamified instruction to assess students’ mathematical achievements.
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