Gamification produces a statistically significant small-to-moderate positive effect on motivation in secondary and higher education mathematics (g = .383)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Across 11 studies with 29 effect sizes, gamified instruction significantly increased motivation relative to traditional instruction, g = .383, 95% CI [.11, .66], p = .0218. → 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 · i1 · quant-synthesis · r2

Meta-analysis of 29 effect sizes from 11 studies using a three-level CHE model with RVE and CR2 adjustment, comparing gamified groups (n = 1262) with traditional method groups (n = 1013) in mathematics. The model "yielding a moderate effect of (g =.383" with a significant p = .0218. A positive effect size reflects greater motivation in the gamified group.

"The estimated effect of gamification on students’ motivation was statistically significant, yielding a moderate effect of (g =.383, SE =.140, 95% CI [.11,.66], df = 9.41, p =.0218 ). This comparison involved gamified groups ( n = 1262) with traditional method groups ( n = 1013)"

Discussion¶

Related Claims¶

• Educational level, methodological quality, and competitiveness of design do not significantly moderate gamification's effect on mathematics motivation — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — a broader claim this one bears on
• Most of the 45 reviewed studies report positive gamification effects on motivation and engagement in mathematics; only four report negative effects — related