GENDER DIFFERENCES IN THE EFFECTIVENESS OF GAMIFICATION IN MATHEMATICS EDUCATION AMONG SECONDARY SCHOOL STUDENTS IN MUKAH, SARAWAK

Abstract

Even though gamification has gained popularity in education, limited research has been conducted on gender differences in how gamified approaches are implemented in secondary school mathematics. This study examined the effect of gamification on 59 students from three different secondary schools in Mukah, Sarawak, who participated in a one-day mathematics program. This study found that female students are more likely to be motivated, experience greater enjoyment, have greater perceptions of usefulness and intend to use the mathematics gamification than male students. Statistically significant differences are found in this regard. Besides, the data showed that both male and female students' perceived usefulness was significantly related to their enjoyment and willingness to use mathematics gamification but not their motivation and engagement. It is clear from these results that educators must consider gender-specific responses in order to make an effective mathematics gamification. However, the results of this study can only be applied to the program since nonparametric analyses were used. Thus, larger studies with broader participation and pre-post evaluations may be useful for future research to obtain more robust evidence concerning the differences between the genders.