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Effectiveness of gamification in teaching multiplication and division on children’s math anxiety
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Sara Sedighi1    , Khaled Mirahmadi *2 , Khalil Zandi3 |
1- Varamin–Pishva Branch, Islamic Azad University, Varamin, Iran
2- Shahid Beheshti University, Tehran, Iran
3- Department of Educational Management, Farhangian University, Tehran, Iran |
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Abstract: (26 Views) |
Background and Purpose: One of the major obstacles to learning multiplication and division in primary school is mathematics anxiety. This study was conducted with the aim of examining the effectiveness of gamification in teaching multiplication and division on reducing mathematics anxiety in children.
Method: The research method was quasi-experimental with a pretest-posttest design with an experimental group and a control group. The statistical population of this study included all male students studying in the third grade of primary school in Varamin in the academic year 2024- 2025. Fifty-six students were selected as the study sample using the convenience sampling method and based on the inclusion and exclusion criteria and were randomly assigned to two control and experimental groups (28 students in each group). The educational intervention was conducted on the students of the control and experimental groups during 20 sessions of 45 minutes. Teaching multiplication and division was done using gamification for the experimental group and traditional and non-gamification method for the control group. Data was collected using the most recently validated version of The Mathematics Anxiety Scale for Children (MASC; Chiu & Henry, 1990) in Iran was administered. The data were analyzed using one-way univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The software used for data analysis was SPSS-23.
Results: The results indicated that the gamification of mathematics instruction had a statistically significant effect on reducing overall mathematics anxiety (F = 10.67, p < 0.001), evaluation anxiety (F = 4.13, p < 0.001), learning anxiety (F = 25.18, p < 0.01), and teacher anxiety (F = 1.45, p < 0.01). However, the findings showed that gamification did not have a statistically significant effect on reducing problem-solving anxiety (F = 5.34, p > 0.001).
Conclusion: Based on research findings, gamification of education can help create a safe and pleasant classroom atmosphere and, consequently, reduce student anxiety. |
Article number: 9 |
| Keywords: Children, gamification, mathematics anxiety, multiplication and division instruction |
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Full-Text [PDF 1961 kb]
(16 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/08/4 | Accepted: 2025/12/23 | Published: 2026/02/3
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