Gamification as a Strategy to Improve Math Performance in Seventh Grade: A Quasi-experimental Study.

Abstract

The learning of fractions remains one of the main challenges in mathematics for students in basic education, due to its abstract nature and limited connection to everyday situations [1]. These difficulties are exacerbated by the use of traditional methodologies, which restrict active participation and student motivation [2]. In response to this issue, the present study aimed to evaluate the impact of a gamification strategy on the learning of operations with fractions in seventh-grade students, based on game dynamics, rewards, and digital interaction [5]. A quasi-experimental design with a non-equivalent control group was adopted, consisting of 40 students divided into two intact groups. The experimental group participated in gamified sessions, while the control group continued with traditional instruction. Diagnostic (pre-test) and final (post-test) assessments were applied to measure academic performance. Non-parametric tests were used due to the non-normal distribution of the data, which justifies the use of techniques such as the Wilcoxon and Mann-Whitney tests [3][23]. The results showed that the experimental group significantly improved its performance, reaching a post-test mean of 4.46 compared to 1.34 in the control group. Furthermore, greater homogeneity in results and a qualitative increase in student participation and engagement were observed. These findings support both the theoretical foundations of gamification [5], and previous studies reporting improvements in mathematical learning through playful strategies [13]. It is concluded that gamification is an effective pedagogical strategy to promote meaningful learning in the mathematics classroom.