The Impact of a Gamified Online Learning Course on the Grade 4 Students’ Engagement in Mathematics Learning: a Mixed Methods Research

Abstract

Gamification is increasingly used to address declining
engagement in online mathematics learning, yet its
application in primary education often relies on extrinsic
rewards, which may undermine sustained cognitive
involvement. This study investigates a pedagogy-driven
gamification online course designed for this project,
specifically for Grade 4 students, which integrates
Self-Determination Theory (SDT-autonomy, competence,
relatedness) and the 5E instructional model (Engage,
Explore, Explain, Elaborate, Evaluate) within a
narrative-driven design featuring historical mathematical
discoveries. Using a mixed-methods approach, 72 students
were divided into experimental (gamified course) and
control (regular instruction) groups. Quantitative analysis
using the Engagement Scale revealed significant
improvements in emotional (η² = .072, p = .024) and
cognitive engagement (η² = .075, p = .021), but no
significant change in behavioral engagement (p = .169).
Qualitative data from teacher and student interviews
indicated that narrative elements and autonomy-supportive
features enhanced intrinsic motivation and metacognitive
skills, while speed-based scoring and leaderboards
incentivized superficial participation. The study proposes
a pedagogy-driven gamification paradigm that prioritizes
the use of narrative depth and theory-aligned pedagogical
structures to highlight mathematics’ intrinsic value,
offering actionable insights for developing effective
digital learning environments in primary mathematics
education.