Abstract
Gamification is increasingly being applied in mathematics education in primary schools; however, evidence regarding the consistency of its impact on students' learning outcomes and affective aspects remains to be clearly established. This systematic review aims to analyze the elements of gamification, the platforms employed, and their impact on mathematics learning in primary schools. The study follows the PRISMA 2020 guidelines. A final literature search was conducted on October 20, 2026, using Scopus, Web of Science, and journals accredited by SINTA (Indonesia’s national accreditation system). English-language empirical studies published between 2016 and 2026—including journal articles and conference proceedings—were selected based on predefined inclusion and exclusion criteria. A total of 10 studies involving primary school students in grades I–VI were included in this review. A review protocol was developed, outlining the criteria for article selection, search strategies, data extraction, and data analysis procedures, however, this systematic review protocol was not formally registered. Data extraction and quality assessment were performed independently by three researchers, and the findings were synthesized narratively. The results indicate that gamification has the potential to support mathematics achievement, engagement, motivation, and interest in learning through the use of points, badges, levels, challenges, and immediate feedback, delivered via both digital and non-digital platforms. Nevertheless, its impact on learning outcomes is not always consistent, and evidence regarding the reduction of mathematics anxiety remains limited. The variability in research designs and interventions, combined with the relatively small sample sizes in several studies, limits the strength of the conclusions. Consequently, while gamification holds potential as a supporting strategy for primary school mathematics education, its implementation should be tailored to specific learning objectives and student characteristics, and it requires further evaluation through more robust research.
Keywords
References
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