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Educators are always looking for ways to improve engagement in the classroom. Traditional approaches to math education are being phased out, amid declining student achievement in mathematics, and replaced with innovations like gamified learning. Gamified learning supplements instruction and curriculum by providing a fun environment, ensconced in virtual and augmented reality, for students to interact with the content. The guiding research question of this thesis is focused on the efficacy of gamified learning in mathematics with respect to motivation and student achievement. Studies in which researchers created and tested new math games have been evaluated to answer the guiding research question. Self-determination Theory, a theory about human motivation, is unpacked and used as a framework that helps educators generalize the conclusions to the classroom. The results showed gamified learning to be a competent tool for increasing motivation and student achievement in the short term, but more longitudinal studies are needed to verify such gains can be sustained over the span of a course.
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Voigt, N. M. (2023). Gamified Learning in Math Education [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/976