Gimkit’s Instructional Value in Secondary Mathematics Education: An Integrative Review
Keywords:
conceptual understanding; formative feedback; gamification; mathematics instruction; student engagementAbstract
This article provides an integrative review of Gimkit, a game-based learning platform utilised in numerous secondary mathematics classrooms. The review synthesises findings from 26 studies and classroom-based reports published between 2018 and 2025 to investigate the ways in which Gimkit facilitates teaching and learning. Sources were identified through searches of ERIC, ScienceDirect, and SpringerLink, complemented by practice-based reports sourced via Google Scholar. PRISMA-style reporting was employed to enhance transparency in the identification, screening, and selection of sources. It focuses on four key areas: real-time feedback, student engagement, understanding of mathematics concepts, and teacher support. The review is guided by Self-Determination Theory, which explains how motivation improves when students experience choice, confidence, and connection with others. A thematic analysis informed by Self-Determination Theory was used to synthesise findings across the included sources. The findings indicate that Gimkit can help students remain motivated and participate more actively in class. Features such as instant feedback, flexible game modes, and point-based rewards make learning mathematics more engaging. However, some challenges persist, including limited support for deeper conceptual understanding, an overemphasis on competition, and access issues in under-resourced schools. Gimkit works best when used as part of a well-planned mathematics lesson. It can support practice and review but should be combined with strategies such as class discussions, group work, and time for reflection. Teachers also require support to use Gimkit effectively and equitably. The article offers practical ideas for mathematics teachers and curriculum planners and suggests areas for future research, particularly regarding how Gimkit supports learning over time and how it can be adapted for different school contexts.
https://doi.org/10.26803/ijlter.25.3.47
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