Educational level, methodological quality, and competitiveness of design do not significantly moderate gamification's effect on mathematics motivation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the three tested moderators explained a significant proportion of between-effect variation: educational level (β = 0.10, p = .751), MMAT quality (β = −0.0128, p = .364), and competitive vs non-competitive design (β = 0.02, p = .959). → 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

q3 · i? · quant-synthesis · r3

Single-moderator CHE-RVE models (k = 11 clusters) tested educational level, MMAT quality, and competitive elements separately. The article reports "None explained a significant proportion of between-effect variation"; the competitive-design intercept was β = 0.38 but did not reach significance (p = .081).

"Three moderators were tested using the CHE model with RVE (CR2-adjusted standard errors): educational level, methodological quality (MMAT), and the presence of competitive elements. None explained a significant proportion of between-effect variation."

Discussion¶

Related Claims¶

• Gamification produces a statistically significant small-to-moderate positive effect on motivation in secondary and higher education mathematics (g = .383) — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related