Szeibert Janka and Sauerné Feczkó Ágnes at the MIDK2024 conference

Our experiment aimed to analyse the effect of gamification on mathematical knowledge and attitudes. The experiment involved 9th and 10th grade secondary school students. During the 6-week experiment, students in both grades were divided into experimental and control groups. The control group (n9=20, n10=13) learned using traditional methods without gamification, while the experimental group (n9=17, n10=35) learned the same subject using gamification. We found that the gamified group performed significantly better in both grades in terms of change in mathematical knowledge. By the qualitative analysis of the changes in students’ attidtudes, we have found that these changes depend on the personalisation of the gamification design.