logo

The Trend of Gamification in Mathematics Learning: A Problem-Based Instruction Approach with AI Integration

Authors
  • Torang Siregar

    Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training (FTIK), UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Padangsidimpuan, North Sumatra, Indonesia

    Author

Keywords:
Gamification, Mathematics Learning, Problem-Based Instruction, AI Integration, Senior High School, ADDIE
Abstract

The integration of gamification, problem-based instruction (PBI), and artificial intelligence (AI) in mathematics learning represents a contemporary pedagogical trend aimed at enhancing student engagement, critical thinking, and learning outcomes. This study aims to develop and implement a gamified PBI model with AI assistance to improve mathematics learning outcomes among senior high school students. The research employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The study involved 180 Grade XI students from six classes (XI-MIPA-A–F) at SMA Negeri 2 Padangsidimpuan, North Sumatra, Indonesia, during the odd semester of the 2025/2026 academic year (January–June 2026). The instruments included a mathematics achievement test, gamification engagement questionnaire, AI literacy scale, and PBI perception survey. Expert validation (n=5) indicated high content validity (Vexp > 0.85). Empirical validity showed that all 35 items had r-calculated > r-table (0.148, p<0.05). Reliability coefficients (Cronbach’s alpha) ranged from 0.78 to 0.89 across instruments. The implementation results showed a significant increase in mathematics learning outcomes (pre-test mean = 58.4; post-test mean = 84.7; t = 21.34, p < 0.001). Gamification engagement was high (mean = 4.2/5), and AI integration improved problem-solving efficiency by 32%. The findings indicate that the gamified PBI model with AI integration is feasible, valid, and effective in improving mathematics learning outcomes. This study contributes to the growing body of literature on technology-enhanced mathematics education in the context of the Merdeka Curriculum.

Downloads
Download data is not yet available.
References

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040

Faizal, Khoirunnisa, & Budiono, H. (2025). Science and social learning tools based on artificial intelligence in growing elementary schools' digital literacy. Jurnal Penelitian Dan Pengembangan Pendidikan, 9(1), 147–157. https://doi.org/10.23887/jppp.v9i1.87473

Fraga-Varela, R., Vila-Couñago, E., & Rodríguez-Groba, A. (2021). Serious games and mathematical fluency: A study from the gender perspective. Education Sciences, 11(2), 62. https://doi.org/10.3390/educsci11020062

Gokce, H., & Nacaroglu, O. (2026). The effect of artificial intelligence tools in science education on secondary school students' 21st century skills. Education and Information Technologies, 31, 1059–1077. https://doi.org/10.1007/s10639-025-13853-6

Hulse, T., Daigle, M., Manzo, D., et al. (2019). From here to there! Elementary: A game-based approach to developing number sense. Educational Technology Research and Development, 67, 423–441. https://doi.org/10.1007/s11423-019-09653-8

Jiménez-Hernández, E. M., et al. (2020). Using web-based gamified software to learn Boolean algebra. International Journal of Emerging Technologies, 15(12), 4–18. https://doi.org/10.3991/ijet.v15i12.13735

Ng, D. T. K., Su, J., Leung, J. K. L., & Chu, S. K. W. (2024). Artificial intelligence literacy education in secondary schools: A review. Interactive Learning Environments, 32(10), 6204–6224. https://doi.org/10.1080/10494820.2023.2255228

Reyssier, S., et al. (2022). The impact of game elements on learner motivation. Computers & Education, 176, 104356. https://doi.org/10.1016/j.compedu.2021.104356

Siregar, T. (2025). Effectiveness of the problem-based learning model in improving students' mathematical communication skills. Preprints. https://doi.org/10.20944/preprints202510.1562.v1

Siregar, T., & Rahmayanti, Y. (2025). Implementasi pengembangan model ADDIE pada dunia pendidikan. Jurnal Hasil Penelitian dan Pengembangan, 3(2), 85–100. https://doi.org/10.61116/jhpp.v3i2.561

Siregar, T., Fauzan, A., Yerizon, Y., & Syafriandi, S. (2025). Designing mathematics teaching through deep learning pedagogy. Journal of Digital Learning, 1(2). https://doi.org/10.23917/jdl.v1i2.11969

Yan, L. L. L., & Matore, M. E. E. M. (2023). Gamification trend in students' mathematics learning through systematic literature review. International Journal of Academic Research in Progressive Education and Development, 12(1), 433–461. https://doi.org/10.1007/s40692-023-00304-9

Yim, I. H. Y., & Su, J. (2025). Artificial intelligence learning tools in K-12 education: A scoping review. Journal of Computers in Education, 12, 93–131. https://doi.org/10.1007/s40692-023-00304-9

Yue, M., Jong, M. S. Y., Dai, Y., & Lau, W. W. F. (2025). Students as AI literate designers. Journal of Research on Technology in Education, 1–22. https://doi.org/10.1080/15391523.2025.2449942

Zhang, H., Perry, A., & Lee, I. (2025). Developing and validating the AI literacy concept inventory. International Journal of Artificial Intelligence in Education, 35, 398–438. https://doi.org/10.1007/s40593-024-00398-x

Sudarsyah, A. (2026). Bridging Academic Learning to Workplace Skills: Lectures’ Perspective to The Role of The Teaching Campus Program in Higher Education. TRANSFORMING EDUCATION THROUGH CURRICULUM INNOVATION.

A. M. Kassenkhan, A. N. Moldagulova and V. V. Serbin, "Gamification and Artificial Intelligence in Education: A Review of Innovative Approaches to Fostering Critical Thinking," in IEEE Access, vol. 13, pp. 98699-98728, 2025, doi: 10.1109/ACCESS.2025.3576147.

Čubela, D., Rossner, A., & Neis, P. (2023). Using Problem-Based Learning and Gamification as a Catalyst for Student Engagement in Data-Driven Engineering Education: A Report. Education Sciences, 13(12), 1223. https://doi.org/10.3390/educsci13121223

Mite, A. A. P., Gavilanez, U. A. M., Coque, E. K. B., López, K. E. . C., & Roca, A. B. C. (2025). Gamificación inmersiva para el desarrollo de habilidades de resolución de problemas y pensamiento computacional en matemáticas. ASCE MAGAZINE, 4(4), 14. https://doi.org/10.70577/ASCE/14.41/2025

Abdul Hanid, M. F., Mohamad Said, M. N. H., Yahaya, N., & Abdullah, Z. (2022). The elements of computational thinking in learning geometry by using augmented reality application. International Journal of Interactive Mobile Technologies, 16(02), 28-41. https://doi.org/10.3991/ijim.v16i02.27295

Aldon, G., & Trgalová, J. (Eds.). (2019). Technology in mathematics teaching: Selected papers of the 13th ICTMT Conference. Springer. https://doi.org/10.1007/978-3-030-19741-4

Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools’ education: barriers to teachers’ adoption. International Journal of Emerging Technologies in Learning, 12(02), 91-100. https://doi.org/10.3991/ijet.v12i02.6158

Biza, I. (2017). Youngsters solving mathematical problems with technology: The results and implications of the problem@web project. Research in Mathematics Education, 19(3), 331-335. https://doi.org/10.1080/14794802.2017.1365008

Buentello-Montoya, D. A., Lomelí-Plascencia, M. G., & Medina-Herrera, L. M. (2021). The role of reality enhancing technologies in teaching and learning of mathematics. Computers and Electrical Engineering, 94, Article 107287. https://doi.org/10.1016/j.compeleceng.2021.107287

Carreira, S., & Jacinto, H. (2019). A model of mathematical problem solving with technology: the case of marco solving-and-expressing two geometry problems. In P. Liljedahl, & M. Santos-Trigo (Eds.), Mathematical problem solving: Current themes, trends, and research (pp. 41-62). Springer. https://doi.org/10.1007/978-3-030-10472-6_3

Dorimana, A., Uworwabayeho, A., & Nizeyimana, G. (2022). Enhancing upper secondary learners’ problem-solving abilities using problem-based learning in mathematics. International Journal of Learning, Teaching and Educational Research, 21(8), 235-252. https://doi.org/10.26803/ijlter.21.8.14

Eldokhny, A. A., & Drwish, A. M. (2021). Effectiveness of augmented reality in online distance learning at the time of the COVID-19 pandemic. International Journal of Emerging Technologies in Learning, 16(09), 198-218. https://doi.org/10.3991/ijet.v16i09.17895

Geroimenko, V. (Ed.). (2020). Augmented reality in education: a New Technology for Teaching and Learning. Springer. https://doi.org/10.1007/978-3-030-42156-4

Jutin, N. T., & Maat, S. M. B. (2024). The effectiveness of gamification in teaching and learning mathematics: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 13(1), 1290-1309. https://doi.org/10.6007/IJARPED/v13-i1/20703

Kladchuen, R., & Srisomphan, J. (2021). The synthesis of a model of problem-based learning with the gamification concept to enhance the problem-solving skills for high vocational certificate. International Journal of Emerging Technologies in Learning, 16(14), 4-21. https://doi.org/10.3991/ijet.v16i14.20439

Koparan, T., Dinar, H., Koparan, E. T., & Haldan, Z. S. (2023). Integrating augmented reality into mathematics teaching and learning and examining its effectiveness. Thinking Skills and Creativity, 47, Article 101245. https://doi.org/10.1016/j.tsc.2023.101245

Lutfi, A., Aftinia, F., & Permani, B. E. (2023). Gamification: game as a medium for learning chemistry to motivate and increase retention of student learning outcomes. Journal of Technology and Science Education, 13(1), 193-207. https://doi.org/10.3926/jotse.1842

Lutfi, A., & Hidayah, R. (2021). Gamification for science learning media challenges of teacher and expectations of students. International Journal of Interactive Mobile Technologies, 15(01), 142-154. https://doi.org/10.3991/ijim.v15i01.15175

Majeed, B., Jawad, L., & AlRikabi, H. T. S. (2021). Tactical thinking and its relationship with solving mathematical problems among mathematics department students. International Journal of Emerging Technologies in Learning, 16(09), 247-262. https://doi.org/10.3991/ijet.v16i09.22203

Perera, V. H., & Hervás-Gómez, C. (2021). University students’ perceptions toward the use of an online student response system in game-based learning experiences with mobile technology. European Journal of Educational Research, 10(2), 1009-1022. https://doi.org/10.12973/EU-JER.10.2.1009

Pérez-Marín, D., Paredes-Velasco, M., & Pizarro, C. (2022). Multi-mode digital teaching and learning of human-computer interaction (HCI) using the VARK model during covid-19. Educational Technology and Society, 25(1), 78-91. https://bit.ly/mdtlhhj

Pujiastuti, E., Suyitno, H., Waluya, B., & Mulyono. (2020). Analysis and tracing of the problem solving process by students in advanced calculus at UNNES. In F. Ahmadi, V. A. Kristianto, G. P. Widhanarto, & A. T. Hamdani (Eds.), Proceedings of the International Conference on Science, Education and Technology (pp. 83-86). Atlantis Press. https://doi.org/10.2991/assehr.k.200620.016

Riar, M., Morschheuser, B., Zarnekow, R., & Hamari, J. (2022). Gamification of cooperation: A framework, literature review and future research agenda. International Journal of Information Management, 67, Article 102549. https://doi.org/10.1016/j.ijinfomgt.2022.102549

Boom-Cárcamo, E., Buelvas-Gutiérrez, L., Acosta-Oñate, L., & Boom-Cárcamo, D. (2024). Gamification and problem-based learning (PBL): Development of creativity in the teaching-learning process of mathematics in university students. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2024.101614

PEREZ, L. M. P., & CABARCAS, J. M. E. (2025). MODELS OF CONTEXTUALIZED PEDAGOGICAL ACTIVITIES IN MATHEMATICS MEDIATED BY AI MOBILE APPLICATIONS: A REVIEW FROM SITUATED COGNITION. TPM – Testing, Psychometrics, Methodology in Applied Psychology, 32(S5 (2025): Posted 03 August), 1471–1482. Retrieved from https://tpmap.org/submission/index.php/tpm/article/view/1623

Pan, Z., Li, S., Zheng, J., & Biegley, L. T. (2026). Impacts of different gamified problem-solving integration approaches on elementary math: an engagement and metacognitive knowledge perspective. Journal of Research on Technology in Education, 58(2), 422–449. https://doi.org/10.1080/15391523.2024.2437740

Torang Siregar. (2023). Stages of Research and Development Model Research and Development (R&D). DIROSAT: Journal of Education, Social Sciences & Humanities, 1(4), 142–158. https://doi.org/10.58355/dirosat.v1i4.48

Zhao, J., Hwang, GJ., Chang, SC. et al. Effects of gamified interactive e-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Education Tech Research Dev 69, 3255–3280 (2021). https://doi.org/10.1007/s11423-021-10053-0

Polat, M. Gamification meets AI: deciphering science teachers’ adoption of gamified intelligent tutoring systems through a Dual-Theoretical lens. Educ Inf Technol 30, 24429–24461 (2025). https://doi.org/10.1007/s10639-025-13695-2

Shang, J., Huang, W. & Li, X. Effects of Gamified Project-Based Learning on Mathematics Achievement and Motivation: A Comparative Study in Elementary Education. Int J of Sci and Math Educ 24, 4 (2026). https://doi.org/10.1007/s10763-025-10644-w

Siregar, T. Development of Artificial Intelligence (AI)-Based Mathematics Learning Media in Calculus Courses Using the GeoGebra Application with the PjBL Learning Model (October 08, 2025). Available at SSRN 5577752.

Valero Larico, D., Benavente Gutierrez, M. A., Talavera-Mendoza, F., & Rucano Paucar, F. H. (2026). Digital applications in mathematics learning for secondary school students: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education, 22(1), em2768. https://doi.org/10.29333/ejmste/17760

Çetin, İ., Erümit, A. K., Nabiyev, V., Karal, H., Kösa, T., & Kokoç, M. (2023). The Effect of Gamified Adaptive Intelligent Tutoring System Artibos on Problem-Solving Skills. Participatory Educational Research, 10(1), 344-374. https://doi.org/10.17275/per.23.19.10.1

Sánchez-Ruiz, L. M., Moll-López, S., Nuñez-Pérez, A., Moraño-Fernández, J. A., & Vega-Fleitas, E. (2023). ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics. Applied Sciences, 13(10), 6039. https://doi.org/10.3390/app13106039

Alghamdi, A. K. H., Ahmed, S., & Rahaman, S. (2026). Game On: A bibliometric analysis of gamification and game-based learning in teacher training and education. Contemporary Educational Technology, 18(1), Article ep632. https://doi.org/10.30935/cedtech/17953

Huang, W., Li, X., & Shang, J. (2023). Gamified Project-Based Learning: A Systematic Review of the Research Landscape. Sustainability, 15(2), 940. https://doi.org/10.3390/su15020940

Fante, C., Ravicchio, F., & Manganello, F. (2024). Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges. Education Sciences, 14(6), 662. https://doi.org/10.3390/educsci14060662

Soares Netto, A. F., Duque, C. G., & Orlandi, T. R. C. (2026). Artificial intelligence applied in problem-oriented learning for information retrieval in a gamified environment. Studies in Educational Management, 19, 17–34. https://doi.org/10.32038/sem.2026.19.02

Su, C. (2017). Designing and Developing a Novel Hybrid Adaptive Learning Path Recommendation System (ALPRS) for Gamification Mathematics Geometry Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2275-2298. https://doi.org/10.12973/eurasia.2017.01225a

Zhan, Z., Tong, Y., Lan, X., & Zhong, B. (2022). A systematic literature review of game-based learning in artificial intelligence education. Interactive Learning Environments, 30(7), 1137–1158. https://doi.org/10.1080/10494820.2022.2115077

Zourmpakis, A. I. (2026). Adaptive gamification and learning analytics for computational thinking development in early and primary teacher education. In Virtual tutors and AI-powered instructional tools in K-12 settings (pp. 24). https://doi.org/10.4018/979-8-3373-2637-5.ch012

Darwin Castillo, Javier Carrión, Cristian Chamba et al. Teaching Math: A Review of Effective Teaching and Learning Strategies in Higher Education, 09 July 2024, PREPRINT (Version 1) available at Research Square https://doi.org/10.21203/rs.3.rs-4708199/v1

Bahoy, D. S., & Binarao, R. M. N. (2025). Using gamified learning strategies to enhance problem-solving performance in mathematics. International Journal of Research and Innovation in Social Science (IJRISS). https://doi.org/10.47772/IJRISS.2025.91100275

Engelbrecht, J., Borba, M.C. Recent developments in using digital technology in mathematics education. ZDM Mathematics Education 56, 281–292 (2024). https://doi.org/10.1007/s11858-023-01530-2

Jong, M.SY., Zhai, X. & Chen, W. Innovative Uses of Technologies in Science, Mathematics and STEM Education in K-12 Contexts. Int J of Sci and Math Educ 22 (Suppl 1), 1–9 (2024). https://doi.org/10.1007/s10763-024-10530-x

Moradi, M., & Noor, N. F. B. M. (2022). The impact of problem-based serious games on learning motivation. IEEE Access, 10, 8339–8349. https://doi.org/10.1109/ACCESS.2022.3140434

Muhaimin, Y. Y., Wardani, S., Harianingsih, H., Subali, B., & Widiati, N. (2025). Digital Based Mathematics Learning in Primary Education: Systematic Literatur Review. Journal of Educational Sciences, 9(4), 2138-2151. https://doi.org/10.31258/jes.9.4.p.2138-2151

Triantafyllou, S.A., Sapounidis, T. & Stamovlasis, D. Gamification and Computational Thinking in Education: A Review and a Meta-Analysis. Tech Know Learn (2025). https://doi.org/10.1007/s10758-025-09906-x

Ni, X., Nuryana, Z., Lu, S., & Xu, W. (2025). A systematic literature review of mathematics interactive games in elementary education. Interactive Learning Environments. https://doi.org/10.1080/10494820.2025.2538745

Zourmpakis, A.-I., Kalogiannakis, M., & Papadakis, S. (2024). The Effects of Adaptive Gamification in Science Learning: A Comparison Between Traditional Inquiry-Based Learning and Gender Differences. Computers, 13(12), 324. https://doi.org/10.3390/computers13120324

Yang, Y., Chen, L., He, W. et al. Artificial Intelligence for Enhancing Special Education for K-12: A Decade of Trends, Themes, and Global Insights (2013–2023). Int J Artif Intell Educ 35, 1129–1177 (2025). https://doi.org/10.1007/s40593-024-00422-0

Jita, T., Jita, L. C., & Omoniyi, A. A. (2026). AI-driven innovations in mathematics education: Opportunities for personalized and equitable learning. In Teacher perspectives and responsible practice for integrating AI in the classroom (pp. 46). https://doi.org/10.4018/979-8-2600-0101-1.ch009

Kassenkhan, A., Serbin, V., Beisembekova, R., Abshukirova, A., & Mendekina, B. (2026). AI-Supported Gamification in E-Learning: A Systematic Review of Adaptive Architectures and Cognitive Outcomes. Information, 17(3), 282. https://doi.org/10.3390/info17030282

Cover Image
Frequency of Gamification Elements Used in PBI-AI Model
Downloads
Published
2026-05-12
Data Availability Statement

The datasets generated and analyzed during this study are available from the corresponding author, Torang Siregar, upon reasonable request. The data include pre-test and post-test mathematics scores, gamification engagement questionnaire responses, AI literacy scale results, and PBI perception survey data from 180 Grade XI students at SMA Negeri 2 Padangsidimpuan. Due to privacy and ethical restrictions, including the protection of minor participants' personal information and compliance with the research ethics committee of UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, the data are not publicly available. Access will be granted to qualified researchers who provide a methodologically sound proposal and sign a data confidentiality agreement.

Section
Articles
License

Copyright (c) 2026 Torang Siregar (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

[1]
Torang Siregar, “The Trend of Gamification in Mathematics Learning: A Problem-Based Instruction Approach with AI Integration”, Artif. Intell. Lang. Models, vol. 1, no. 1, pp. 1–26, May 2026, Accessed: May 27, 2026. [Online]. Available: https://acspub.id/index.php/ailm/article/view/8

Similar Articles

You may also start an advanced similarity search for this article.