Gamified Learning and Fraction Heroes: Effects on Students’ Mastery and Gender Differences

Aim/Purpose: This study examined the effects of gamified learning using Fraction Heroes, an educational game developed with the ADDIE model, on students’ understanding of fractions. Additionally, the research explored gender differences and the interaction between the game and students’ initial ability levels. Background: Understanding fractions is essential for mastering advanced mathematics and real-life problem-solving, yet students often struggle due to misconceptions and ineffective teaching methods. Gamified learning, rooted in constructivist theories, can enhance engagement and motivation, but its effectiveness depends on balancing competition, fostering collaboration, and promoting intrinsic motivation, warranting continued investigation. Methodology: The study employed a one-group pre-test and post-test experimental design involving Year 7 students from three public junior high schools in Banda Aceh, Indonesia. Participants engaged with Fraction Heroes as part of their learning activities. Data collected through pre- and post-tests were analyzed using one-sample t-tests and gain scores to measure performance improvement. Subsequently, a paired-samples t-test was conducted to examine gender differences in learning outcomes. We also used a two-way ANOVA to determine whether there is an interaction between the developed educational games and students’ mathematical understanding of fractions, with initial ability level as a covariate. Contribution: This research contributes to the field of gamified learning by demonstrating that carefully designed game-based instruction improves students’ understanding of fractions, while considering variations in prior knowledge and gender. These findings support promoting more equitable and meaningful mathematics learning. Findings: Results revealed a statistically significant improvement in students’ understanding of fractions after using the game. Additionally, there was no significant difference in students’ performance across genders. We also found no interaction between the developed educational games and students’ mathematical understanding of fractions. Recommendations for Practitioners: Based on the study’s findings, we recommend that teachers try this innovation in their classrooms. Teachers can use diagnostic assessments to identify students’ starting points and provide targeted support, maximizing the benefits of gamified learning interventions. Additionally, local contexts should be considered when implementing gamified tools like Fraction Heroes. Recommendation for Researchers: Although this study found no significant gender differences in learning outcomes, we recommend that future researchers delve deeper into how boys and girls engage with different game elements (e.g., competition, storytelling, rewards) to fine-tune game design for maximum appeal and effectiveness. Impact on Society: The findings highlight the potential of theory-driven gamified learning environments to guide the development of effective, inclusive, and engaging mathematics instruction in secondary education. Future Research: Future research should investigate the long-term retention of fraction concepts learned through Fraction Heroes and its adaptability to other mathematical domains and learner populations.