Gamification in mathematical problem solving among high school students

Abstract

Mathematics instruction in secondary school faces challenges related to student motivation and the development of problem-solving skills. The objective of this research was to evaluate the level of knowledge, awareness, and inclination toward using gamification as a pedagogical strategy among teachers and students at the “Aurelio Salazar” educational institution during the 2025 academic year. The study employed a quantitative, non-experimental, cross-sectional approach. The methodology incorporated bibliographic, inductive, and deductive methods. The population consisted of the institution’s administrators, teachers, and students during the 2025 academic term, while the sample comprised 6 mathematics teachers and 48 high school students. Structured questionnaires using a five-point Likert scale were administered to the 48 students and 6 mathematics teachers. The results indicated that the students possessed a high level of problem-solving ability and a strong inclination toward gaming, although their knowledge of gamification as a pedagogical strategy was at a moderate level. Meanwhile, the teachers demonstrated limited knowledge of gamification and held a predominantly negative bias regarding the aspects evaluated, though they expressed openness to the learning process and to methodological changes. The findings suggest that favorable conditions exist for implementing gamification, provided that there is teacher training and access to appropriate technological resources.