An exploratory holistic analysis of digital gamification in mathematics education

Abstract

This paper presents an explorative holistic analysis of digitally-constructed gamification processes in mathematics education. The main aim of this study is to identify the key-issues, intentions and trends by examining peer-reviewed publications using a combination of social network analysis (SNA), computerized lexical analysis and content analysis. Research findings indicate that there is a growing trend in gamification in mathematics education (GIME) research. GIME is mostly employed in primary school level. It was also found that, numbers is the most gamified math topic. Another research finding reveals that the researchers mostly use gamification to improve mathematical problem-solving, math achievement and math performance apart from the motivation and engagement. According to SNA findings, the most strategic terms in GIME research are as follows; geometry, fractions, mobile-learning, gender-studies, human-computer interaction, intelligent tutoring systems and tangible user-interfaces. GIME research is mostly influenced by USA and Brazil hence, the developing countries have an increasing interest in GIME research. Finally, findings on general research discourse implies that the general discourse among the sampled papers is positive. The findings obtained in this study may be useful to improve mathematics education by mapping a research agenda for researchers and educators with the exploration of potentials of GIME research.