Students’ Perceptions and Experiences with Gamified Learning, Open-Ended Mathematical Tasks, and Self-Directed Learning via Video Lessons in Mathematics
Keywords:
gamified learning; open-ended mathematical tasks; self-directed learning; motivation; engagementAbstract
While mathematics is essential for developing critical thinking and problem-solving skills, traditional teacher-centered approaches often fall short in fostering deep understanding, student engagement, and autonomous learning, highlighting a gap for more innovative, student-centered instructional strategies. This study explored students’ perceptions and experiences with mathematics lessons that integrated gamified elements, open-ended tasks, and video-based learning. Using a census approach, participants were 120 Grade 10 students from Northern Mindanao, Philippines. The study employed a descriptive explanatory mixed-method approach and sought to gain more profound insights into how learners engage with mathematics through gamification, problem-solving with multiple strategies, and self-directed video lessons. Data analysis encompasses descriptive statistics for quantitative data and content and thematic analysis for qualitative data. Results from the perception questionnaire showed an average rating of 4.24, indicating generally positive views toward this learning approach. Thematic analysis led to the development of a proposed pathway to motivation and engagement in mathematics. The findings suggest that by emphasizing creativity, independence, and enjoyment alongside achievement, this approach fosters a positive cycle of motivation and engagement. Ultimately, it emphasizes the possible use of such a modality as an inclusive, student-centered framework to enhance both participation and performance in mathematics.
https://doi.org/10.26803/ijlter.24.11.21
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