Design and Implementation of a Gamified Math Game for Learning Whole Numbers in Secondary Education Using Genially

Cristian Uchima-Marin, Julián Ospina, Víctor Ospina, Luis Salvador-Acosta and Patricia Acosta-Vargas ()
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Cristian Uchima-Marin: Facultad de Ingeniería, Universidad Tecnológica de Pereira, Pereira 660003, Colombia
Julián Ospina: Facultad de Informática, Universidad del Quindío, Valle del Cauca 630001, Colombia
Víctor Ospina: Facultad de Educación, Institución Educativa José María Córdoba, Guamal 507051, Colombia
Luis Salvador-Acosta: Facultad de Medicina, Universidad de Las Américas, Quito 170125, Ecuador
Patricia Acosta-Vargas: Intelligent and Interactive Systems Laboratory, Ingeniería Industrial, Universidad de Las Américas, Quito 170125, Ecuador

Sustainability, 2025, vol. 17, issue 21, 1-22

Abstract: This study explores the implementation of gamification as an instructional strategy to support the learning of whole numbers in a rural Colombian school with limited technological resources. The intervention involved 23 sixth-grade students who participated in a Genially based digital escape room titled “Agent 00+7.” The activity was structured around five missions designed to foster motivation, collaboration, and active participation. A survey instrument encompassing five dimensions—motivation, role performance, task completion, learning/interaction, and gro integration—was administered across all missions, producing 180 valid responses. The instrument demonstrated strong internal consistency (Cronbach’s α = 0.872). Data were analyzed using one-way ANOVA, revealing significant mission-level variations in students’ perceived motivation, role performance, task completion, and integration, while learning/interaction remained stable. These outcomes suggest that gamified digital environments may shape students’ perceptions of engagement and teamwork, even in resource-constrained settings. Although the results are exploratory and descriptive, given the absence of a control group or pre–post comparison, they provide preliminary evidence of the feasibility and pedagogical promise of gamification in rural educational contexts, contributing to the advancement of Sustainable Development Goals (SDGs) 4, 9, and 10.

Keywords: mathematical education; gamification; genially; Sustainable Development Goals (SDGs); pedagogical innovation; digital teaching (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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