Differentiated Gamified Learning in Elementary Multiplication: Effects on Student Engagement and Learning Gains

Abstract

This research examined the implementation of a differentiated gamified learning approach through the Mathgician platform to explore its association with student engagement and multiplication learning gains in elementary mathematics. The research expands previous work by comparing differentiated and non-differentiated gamified learning within a shared readiness-based digital environment. A quasi-experimental design with pre-test and post-test control groups was conducted, involving 56 fourth-grade students. Both groups used Mathgician, whereas only the experimental group experienced readiness-based differentiated zoning. Information was obtained from pre-test and post-test assessments, student engagement questionnaires, as well as game mechanics acceptance questionnaires. Results from the Wilcoxon Signed-Rank Test indicated significant gains in multiplication learning (p <.001, r = 0.73). However, the Mann–Whitney U Test showed that learning gains did not differ significantly between the two classes (p =.184, r = 0.18). Reward received the highest acceptance score, whereas challenge received the lowest. Students in the experimental class also demonstrated significantly higher overall student engagement (p =.002, r = 0.41). Overall, the findings indicate that differentiated gamified instruction contributes more to student engagement than to short-term learning gains, highlighting the value of readiness-based differentiation in elementary mathematics.