Research Article

Transforming mathematics education through gamification: A study on motivation and learning among UAE sixth graders

Alaa Hussein Algburi 1 , Abdurrahman Ghaleb Almekhlafi 2 , Adeeb M. Jarrah 3 *
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1 College of Education, United Arab Emirates University, Al Ain, UNITED ARAB EMIRATES2 Department of Education, College of Arts, Humanities and Social Sciences, University of Sharjah, Sharjah, UNITED ARAB EMIRATES3 Emirates College for Advanced Education, Abu Dhabi, UNITED ARAB EMIRATES* Corresponding Author
Contemporary Educational Technology, 18(1), January 2026, ep630, https://doi.org/10.30935/cedtech/17923
Published: 16 February 2026
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ABSTRACT

The purpose of this study was to explore the impact of gamification on sixth-grade mathematics performance and motivation in the United Arab Emirates, addressing PISA-identified challenges amid the COVID-19 pandemic. Using a quasi-experimental design, 94 students participated in the study, and three assessment tools (pre-test, post-test, and questionnaire) were employed. The research compares traditional teaching methods with gamification, revealing a substantial performance difference (experimental group mean = 13.5, control group mean = 8.8), which highlights the effectiveness of gamification. Additionally, students conveyed positive perspectives on increased motivation, concentration, and engagement. The findings provide valuable insights into the potential of gamification across diverse educational settings, with significant implications for educators, curriculum designers, and researchers. This research underscores the relevance of incorporating gamification strategies to address contemporary challenges in mathematics education.
Keywords: mathematics education, gamification, motivation enhancement, PISA

CITATION (APA)

Algburi, A. H., Almekhlafi, A. G., & Jarrah, A. M. (2026). Transforming mathematics education through gamification: A study on motivation and learning among UAE sixth graders. Contemporary Educational Technology, 18(1), ep630. https://doi.org/10.30935/cedtech/17923

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