Engagement in gamified mathematics is rarely measured with validated instruments, preventing its meta-analytic synthesis¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only eight of the 45 studies measured engagement, mostly with ad hoc or indirect measures, so engagement could not be included in the meta-analysis. → Ratinho 2026

Evidence¶

Ratinho 2026¶

Ratinho, E., Figueiredo, M., Estêvão, D., Faísca, L., & Martins, C. (2026). Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10108-1

q2 · i? · quant-synthesis · r2

Review-level finding on measurement practice: engagement was assessed in only eight studies, several without reliability estimates, using tools such as the SCEQ, EGameFlow, or ad hoc scales. Outcomes were instead categorized behaviorally (n = 6) and emotionally (n = 4) following Fredricks et al.'s multidimensional framework.

"Because engagement measures could not be synthesized meta-analytically, given the absence of validated instruments and the lack of studies with experimental-con trol comparisons, the reported outcomes were organized into behavioral, emotional, and cognitive engagement"

Discussion¶

Related Claims¶

• Most of the 45 reviewed studies report positive gamification effects on motivation and engagement in mathematics; only four report negative effects — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related