Implementation challenges of gamified learning in secondary mathematics classrooms

Abstract

Purpose. This study explored the implementation challenges associated with the use of JeopardyLabs, Blooket, and Math Maze in Grade 11 Advanced Algebra classrooms. Although previous research has reported positive outcomes associated with gamified learning, less attention has been given to the practical challenges that emerge when different gamified learning formats are implemented in secondary mathematics classrooms. Methodology. Guided by Gamified Learning Theory, the study adopted a qualitative approach within a broader explanatory sequential mixed-methods design. Qualitative data were collected through classroom observations and semi-structured interviews involving Grade 11 Advanced Algebra students from three public high schools. The broader study included 217 students, while this paper reports findings from the qualitative phase. Data were analysed using thematic analysis. Results. Four implementation challenges emerged from the analysis: participation and group challenges, competition-related challenges, technology and access constraints, and instructional and pacing difficulties. These challenges varied across JeopardyLabs, Blooket, and Math Maze, reflecting differences in game mechanics, learner interactions, and classroom conditions. Conclusions. The findings extend understanding of the practical conditions that influence the implementation of gamified learning in secondary mathematics classrooms. Effective implementation requires attention to instructional planning, classroom management, and technological readiness. Future research should examine implementation challenges across different educational contexts, mathematics topics, and gamified learning tools.