چكيده لاتين
Given the potential of gamification to enhance engagement, motivation, and learning, thereʹs a growing interest in its concepts and applications across various educational fields. This study investigates the impact of gamification on academic engagement, different levels of learning, and retention in third-grade mathematics students in Falavarjan County, with a focus on Bloomʹs cognitive taxonomy. This study is applied in terms of its objective and uses a pre-test-post-test quasi-experimental design with a control group. The population comprised all female elementary school students in Falavarjan County, Isfahan Province, during the 2023-2024 academic year. The sample consisted of 60 third-grade female students, with 30 in the experimental group and 30 in the control group, selected using a convenience sampling method. Data for academic engagement were collected using the Reevs Academic Engagement Questionnaire (2013). Learning and retention were measured using researcher-developed tests aligned with Bloomʹs cognitive taxonomy for the multiplication chapter in the mathematics curriculum. Finally, SPSS 24 was used to analyze the data and test the hypotheses using univariate analysis of covariance, repeated measures ANOVA, and the Bonferroni post-hoc test. The findings indicate a significant increase in academic engagement among students in the experimental group compared to the control group. 76% of this increase was attributed to the affective component of engagement, 72% to the behavioral component, 58% to the cognitive component, and 34% to the behavioral component. Gamification played a crucial role in enhancing student engagement, particularly in the affective and behavioral aspects. Furthermore, the gamification intervention had the greatest impact on studentsʹ ability to create (36%), analyze (28%), understand (17%), evaluate (16%), remember (15%), and apply (10%) information. Therefore, gamification demonstrably had a positive effect on studentsʹ learning levels in mathematics. The findings also reveal that while students in the control group significantly forgot a portion of what they learned over time, students in the experimental group maintained their learning levels in the retention phase. These results suggest a positive impact of gamification on improving student retention, especially at higher learning levels (analyzing, evaluating, and creating). Therefore, gamification can be utilized as an innovative method to engage students in educational processes and improve their learning and retention levels.
