International Journal of Religion

2024
Volume: 5| Number 1 | pp. 218 – 236
ISSN: 2633-352X (Print) | ISSN: 2633-3538 (Online)
ijor.co.uk
First Submitted: 27 November 2023 /Accepted: 11 January 2024
DOI: https://doi.org/10.61707/j5c9ts33

Math Gamification and ICT for University Learning: Systematic Review Article
Susana Mercedes Velásquez Lecca1, José Antonio Manco Chávez2, Rolando Juan Borja Torres3,
Wilmer Amado Huamán Malca4, Wilson Wilmar Candia Quispe5 and Raúl Cortez Egusquiza6
Abstract
The integration of math gamification and Information and Communication Technologies (ICT) in learning has been a subject of growing interest.
This approach seeks to improve student motivation and performance by transforming mathematics teaching into a more interactive and hands-
on experience in university education. In this research the PRISMA method was used, 80,000 academic papers were systematically reviewed on
ICT-supported math gamification in education whereof 79,994 academic papers corresponding to other fields were excluded, selecting and using
at the end 55 articles to conduct this research. Studies were identified that explored the effectiveness of this combination at different educational
levels, with a particular emphasis on higher education. The results highlight a significant increase in student engagement and motivation, as well
as improvement in knowledge retention as shown in the figures and tables of this research. Instant ICT feedback and the application of digital
educational games contributed to have a more active learning adapted to individual needs. Although the results are encouraging, challenges remain,
such as the need for personalization and equity in ICT access. Continued research seeks to perfect these strategies maximizing the benefits of
gamification and ICT, highlighting the importance of adapting to the diversity of learning styles in mathematics education.

Keywords: Math Gamification, Mathematics Teaching, Mathematical Tools, Mathematics and ICT, Mathematics Learning

INTRODUCTION
Due to the globalized system given by the internet we find a great variety of information that help us to develop
a structure in mathematics teaching, being all mediated by ICT within the classrooms of higher education;
whether it is distance or virtual learning, this scenarios make education in the teaching of mathematics be
influenced by new approaches helping to improve the quality of education in a creative and dynamic way by
the different online platforms or programs that make the discipline favorable in its contents giving a visual
simulation or mathematical modeling.
The problem found at the international level concerns teachers, whom are in charge of transmitting information
to students and conducting classroom classes in a fun way using all possible tools, and for this purpose it is
observed in the classrooms that educators continue carrying out teaching practices as when the first educational
school was established, with no progress in the pedagogical format at all academic levels.
Gamification mentioned by (Lee et al.,2023), shows the incorporation of game elements in non-game contexts,
taking advantage of the intrinsic nature of human beings to seek challenges, rewards and achievements, thus
creating a more interactive and engaging learning environment. In today’s educational environment, university
students are growing up in a digital world, surrounded by technology and games. The integration of gamification
makes possible to take all its advantages, turning learning sessions into immersive and engaging experiences
(Holguín-Álvarez et al.,2022) and (González et al.,2021).
By using technological resources, such as online platforms, educational applications and interactive simulations,
a more dynamic learning environment adapted to the preferences of nowadays students can be provided
1 Universidad César Vallejo, Peru. E-mail: [email protected]
2 Universidad Nacional Tecnológica de Lima Sur. Email: [email protected]
3 Universidad Autónoma del Perú. E-mail: [email protected]
4 Universidad César Vallejo, Peru E-mail: [email protected]
5 Universidad Tecnológica de los Andes. E-mail: [email protected]
6 Universidad Nacional de Educación Enrique Guzmán y Valle. E-mail: [email protected]
 Lecca, Chávez, Torres, Malca, Quispe and Egusquiza

(Dorado Martínez & Chamosa Sandoval, 2019). Gamification promotes friendly competition, collaboration
and problem solving, as well as essential skills in life and work (Holguin-Alvarez et al., 2023). By introducing
game elements, such as points, levels and virtual rewards, an immediate feedback system is created that
motivates students to try harder and overcome academic challenges (Fraga Varela et al.,2021) and (Izzyan et
al.,2018).
The objectives of this research are to answer the following questions: What is the relationship between math
gamification and ICT for learning? What educational levels are math gamification and ICT being applied to?
What are the research approaches with the greatest impact on gamification in mathematics learning and ICT
tools?
This not only increases students’ participation, but also improves long-term retention of information, as they
associate learning with positive and rewarding experiences (Chen et al.,2023). Gamification can also personalize
the learning process, adapting itself to individual learner styles and paces. Also, technological resources allow
the creation of personalized educational experiences (Fraga Varela et al.,2021), where students can advance as
their own pace, explore areas of interest and receive specific feedback. This contributes to a more meaningful
and lasting learning, as the diversity of students’ abilities and preferences are addressed (Del Olmo-Muñoz et
al., 2023) and (Melgar et al., 2021).
This work is justified by the importance that lies in the overwhelming existing information on how to improve
the educational quality of teaching, it means, learning with innovation using technology as an ally to the
development of learning and professionalization according to academic disciplines.
We can say that math gamification is an educational strategy that integrates elements of games in the process
of teaching and learning mathematics. It uses ludic principles, such as challenges, rewards and competitions, to
motivate students and make mathematical activities more attractive (Rojas et al.,2023). Through digital
platforms like interactive applications and technological resources, educators can create immersive educational
experiences developing mathematical skills (Ester et al.,2022). Math gamification seeks to change the traditional
perception of mathematics as something abstract and difficult, turning it into a fun and practical experience,
contributing to students’ improvement (Magat, 2023) and (Piñero Charlo et al.,2022).
We can refer to ICT as the ability to use, understand, and benefit digital technologies effectively in various areas
of life. This also includes the ability to use software (Guzmán Rivera et al.,2020), surf the internet, understand
principles of digital security, and participate in online environments in an ethical and responsible manner. ICT
competences also includes the ability to analyze and evaluate digital information (Mayorga et al.,2023), solve
problems using technological tools, and collaborate effectively in virtual environments. And in an increasingly
digitized world, employment and participation in today’s society (Valencia et al; Olivares & de Sotomayor,2022)
Research show that studies concerning this variable are very fascinating because university teachers begin to
experiment new strategies for teaching, using Moodle platforms, Flipped Classroom, Flipped Learning,
GeoGebra, Octave, Scila, Youtube, etc, each of these tools use the gamification of mathematics and the
existence of other tools that can improve learning (Fedriani et al.,2023; Kunwar et al., 2022), some researchers
mention that, nowadays, these tools are not very consistent in their use despite there is connectivity in all
nations, cities or countries; the problem is that in some towns and nations people do not have a good economic
acquisition, not allowing them to make agreements with internet companies and having digital electronical tools
which is something that could enable teacher-student and vice versa be connected to each other (Zabala-Vargas
et al.,2021) y (Akperov et al., 2022).
The use of mathematics is important in all academic disciplines and the acquisition of knowledge in this field
involves having the mastery of logical and abstract language to take them into the practice of vocational training
allowing students to perform or operate real problems and provide solutions; effectively, it is necessary that the
teacher seeks to improve the class, being interactive, dynamic and attractive for their development in learning,
allowing them to develop study habits and complex challenges to be solved using mathematics and
technological tools.

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Math Gamification and ICT for University Learning

Image 1 Semiotic practices and gamification processes in teaching and learning

Note. The table shows the simple way to order and simplify a diversified and dynamic class section for learning and
academic growth.
Likewise, digital competences converge in the learning of mathematics, with the inclusion of techniques
mediated by these emerging technologies during the process of professional training, it is mentioned the word
“emerging” because in a few days, weeks, months and years, technologies will overcome those that started
education with these ICT, this makes ICT-based education profitable because it is innovative, and
transformative, for this it must be taken into account that in order to make students develop quality learning
(Rodríguez et al.,2022), it is necessary that they feel emotionally well to enjoy the new digital tools (Encalada
Díaz,2021), this makes students feel motivated to formulate practical solutions through verbal semiotic
exchanges, which makes the interaction between students and teachers pleasant, seeking more opportunities
for team and collaborative learning within the disciplines of science, engineering, education, medicine,
administration, among all other professional careers (Chen et al ;Arias-Flores et al ; Neugebauer et al.,2023) ,
(Ricce Salazar et al.,2021) ,(Nowostawski et al.,2018)
It is also mentioned that there is a limited use of the tools between teachers and students due to educator’s
work in universities that continue with the traditional teaching method, where the teacher takes the role-play as
an educator who has all the knowledge and does not include the new formats to make a dynamic, practical and
versatile education, where the student learns playing with technologies, especially for complex engineering
courses if it were the case (Lee et al ; Magat, 2023) ,(Zhao et al ; García et al.,2021), (Simg & Trigueros,2022)
Online teaching is fundamental in semi face-to-face and virtual education, in order to use E-learning tools and
virtual platforms, the Flipped Learning or inverted learning, and a pedagogical approach with direct instructions
to train the student with autonomous learning are applied; students spend time at the performance moment, so
they can carry out the class verification and get a feedback of the learned or previous knowledge in a class
section, this requires students to be disciplined with their preparation and professional training to achieve the
academic objectives of the course given by the teacher, this approach improves the academic learning processes
(Zakaryan & Sosa,2021), that can be used from cell phones, which is the most common tool among students
and teachers, and one of its features is that the student can observe, memorize, summarize and thus obtain the
knowledge prior to the class section from the teacher (Olivares & de Sotomayor ; Prieto et al.,2022),(Zhao et
al ; Rückert et al ; Jácome-Amores et al.,2021),(Tundjungsari ,2020) (Pires et al.,2019).
A dynamic and interactive application for mathematics is GeoGebra, a very powerful software that helps to
improve mathematical concepts and allows the student to interact promoting cognitive learning, with
fundamental processes of algorithms at user and programmer level, and thanks to the use of this tools the
student reaches a high level achieving mathematical simulations and applications to other disciplines of
engineering and education (Companioni et al ; Zerpa ; Rengifo et al.,2023), (Rodríguez & Muñoz ; Olivares &
de Sotomayor,2022), (Andrés et al ; Aldazabal Melgar et al ; Santonja & San José,2021), (Aguilar & Núñez,2019)
,(Arcavi,2018), (Sosa Guerrero et al.,2016), (D'Amore et al.,2015)

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RESEARCH METHODOLOGY
The PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) is a 27-step guide
used in scientific research to perform systematic reviews and meta-analyses. Its aim is to improve the
transparency and quality of such studies. PRISMA provides detailed guidelines for the planning, execution and
presentation of investigations based on evidences, including the search, selection and critical assessment of
relevant studies. This methodology helps to reduce bias and ensure objectivity in the synthesis of available
evidence, thus promoting more informed clinical and policy decisions (Urrútia & Bonfill, 2010).
The following research was conducted using the PRISMA methodology, which is a very sophisticated method
because it makes the research very rigorous and its structure avoids the possible biases of the researchers; it is
a method with safe steps in the procedure of obtaining the information to conduct original, and not repetitive
researches, or in the case of those that are repeated is because of the investigation results from the findings
worked by many researchers in all disciplines or scientific areas, it can be also used to seek contributions on a
specific topic as mentioned (Urrútia & Bonfill, 2010).
By using PRISMA, a consistent and transparent methodology is ensured, allowing evidence to be evaluated and
synthesized in an objective manner. This is particularly important in research such as math gamification and
ICT in learning, where evidence can be diverse and abundant.
PRISMA helps minimizing selection bias, improving review quality, and allowing effective communication of
results. By following this method, researchers can identify trends, key findings, and gaps in the literature, which
contributes to evidence-based decision making in education and other fields. In summary, PRISMA is
fundamental in ensuring the validity and reliability of research based on systematic reviews and meta-analysis.
In the search for academic papers, the first filter was made in Scopus with the keyword “Gamificación AND
matemática” giving a result of 3 academic papers that were selected for this research.
A second search of information was made in Scopus with the keyword “mathematical AND gamification” in
the English language, giving a result of 197 academic papers, then a first filter was performed with a range from
2014 to 2023 with 10 years of difference to find significant studies, type of documents in articles, in educational
computing, mathematical programming, and in the languages of English, Spanish and Portuguese, delivering at
the end 4 papers, after that another filter was made in topics like gamification and mathematics education,
delivering 41 academic papers that were analyzed one by one and selecting the academic papers that correspond
to the research, being 30 academic papers excluded because they belonged to other specialties, leaving 14 articles
for the study, likewise a duplicate academic paper was found, which was not part of the study, being excluded
a total of 183 academic papers.

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Image 2 Representation of all occurrences of the keyword math gamification, downloaded from the Scopus database
Note. The initial database in Scopus was downloaded with the keyword “Math gamification” being possible to verify according to the
database of the total of 197 academic papers thanks to the possible keywords related to the research, it means that if we focused on
developing each keyword to verify the contributions in this area of research, the greater the inputs to be achieved and the longer the
research time would be.

Likewise, we continued searching for information in Scopus with the keyword in Spanish “gamificación AND
y AND aprendizaje AND matemática” giving a result of zero academic papers. Then a research with the same
keyword but in English was made.
The information search was initiated in Scopus with the keyword “gamification AND mathematical AND
learning”, giving a result of 152 academic papers that were filtered by years of publication from 2014 to 2023,
being 10 years of interval, helping to review the process of the development of this academic discipline
dedicated to education, being filtered by keyword gamification, and educational computing, in the languages of
English, Spanish and Portuguese, obtaining 105 academic papers where they were evaluated one by one, leaving
14 academic papers for study, and 91 academic papers excluded.

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Image 3 Representation of all occurrences of the keyword gamification AND mathematical AND learning, downloaded from the
Scopus database x database.
Note. The Scopus database was downloaded for the keyword “gamification AND mathematical AND learning”, from the 152 academic
papers, the following keywords referring to the research were found through the processed database analysis, which were the most
relevant for the research.
Continuing the search for information, the Scielo database was searched with the keyword “gamificación AND
matemática” giving a result of 3 academic papers, that were filtered one by one, having a final result of 2
academic papers of study, excluding 1 of them that did not belong to the research.
The search for information continued in the Scielo database with the keyword “Enseñanza matemática” having
a result of 838 in the first search, which were filtered by type of research article, from 2014 to 2021 because
there were no studies from 2022 to 2023, or in mathematics education specialty, from this filter the number of
articles were reduced to 78 academic papers to be evaluated for their study one by one, where 7 academic
papers were left for research, being excluded a total of 831 scientific articles.
In the following search for information on academic papers related to the research, the first filter was made in
the Dialnet database, with the keyword “Enseñanza matemática superior” giving a result in the first search of
1,291 academic papers, being all them selected using filters to reduce the search for information related to
gamification of mathematics in higher education, the filtering was done using the type of work as articles giving
a result of 821 papers, and continuing with the filtering one by one, there were selected just 16 academic papers
at the end for the research.
RESULTS

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Math Gamification and ICT for University Learning

Identification of math gamification and ICT for learning in the repository databases of: Scopus, Scielo,
Dialnet and Redalyc.
Identification

Number of papers found in

Scopus, Scielo, Dialnet y
Redalyc
(n = 80,000)

Number of papers after filtering and

deleting those that do not correspond
to the research topic.

(n = 79,944)
Screening

Number of screened papers Number of excluded papers

(n = 56) (n = 1)

Number of papers for research Number of excluded papers and

the reasons:
Eligibility

discussion.
(n = 55) Duplication (n = 1)

Number of qualitative papers

(n = 3)


Appropriateness

Number of quantitative papers

 (n = 46)



Number of mixed papers
 (n = 2)

Number of experimental (2) and

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PRISMA Diagram: Expresses the rigorous search for information in the databases.
Table 1 Bibliometric table of research papers on “Math Gamification and ICT for learning”

Authors Year of Country Study approach Database Language

publication
(Holguín-Álvarez et 2022 Spain Quantitative Scopus Spanish
al.,2022).
(Gonzalez et al.,2021) 2021 Spain Quantitative Scopus Spanish
(Fraga Varela et 2021 Spain Quantitative Scopus Spanish
al.,2021)
(Chen et al.,2023) 2023 Taiwan Mixed Scopus English
(Holguin-Alvarez et 2023 Mexico Quantitative Scopus English
al., 2023)
(Lee et al.,2023) 2023 Switzerland Quantitative Scopus English
(Del Olmo-Muñoz et 2023 Spain Quantitative Scopus English
al., 2023)
(Magat, 2023) 2023 Spain Quantitative Scopus English
(Piñero Charlo et 2023 Spain Quantitative Scopus English
al.,2022)
(Ester et al.,2022) 2022 Spain Quantitative Scopus English
(Melgar et al., 2021) 2021 Peru Quantitative Scopus English
(Zabala-Vargas et 2021 Colombia Quantitative Scopus English
al.,2021)
(Nowostawski et 2018 Norway Quantitative Scopus English
al.,2018)
(Izzyan et al.,2018) 2018 Malaysia Quantitative Scopus English
(Chen et al.,2023) 2023 Taiwan Quantitative Scopus English
(Lee et al.,2023) 2023 Switzerland Quantitative Scopus English
(Magat, 2023) 2023 Philippines Quantitative Scopus English
(Arias-Flores et al, 2023 Ecuador Quantitative Scopus English
2023)
(Neugebauer et 2023 Alemania Quantitative Scopus English
al.,2023)
(Yllana-Prieto et 2023 Spain Quantitative Scopus English
al.,2023)
(Akperov et al., 2022) 2023 Russia Quantitative Scopus English
(Zabala-Vargas et 2022 Colombia Quantitative Scopus English
al.,2022)
(Zhao et al.,2021) 2021 Taiwan Quantitative Scopus English
(Talavera-Mendoza et 2021 Peru Quantitative Scopus English
al.,2021, julio)
(Rückert et al.,2021, 2021 Germany Qualitative Scopus English
November)
(Jácome-Amores et 2021 Ecuador Quantitative Scopus English
al.,2021)
(Pires et al.,2019) 2019 Brazil Quantitative Scopus English
(Tundjungsari ,2020) 2020 Indonesia Quantitative Scopus English
(Ricce Salazar et 2021 Bolivia Quantitative SciELO Spanish
al.,2021)
(Encalada Díaz,2021) 2021 Bolivia Quantitative SciELO Spanish
(Simg & 2022 Mexico Quantitative SciELO Spanish
Trigueros,2022)
(Prieto et al.,2022) 2023 Mexico Quantitative SciELO Spanish
(Zakaryan & 2021 Mexico Quantitative SciELO Spanish
Sosa,2021)
(Andrés et al.,2021) 2022 Mexico Quantitative SciELO Spanish

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Math Gamification and ICT for University Learning
(Arcavi,2018) 2022 Mexico Quantitative SciELO Spanish
(Sosa Guerrero et 2022 Mexico Quantitative SciELO Spanish
al.,2016)
(D'Amore et al.,2015) 2022 Mexico Qualitative SciELO Spanish
(Rojas et al.,2023) 2023 Cuba Quantitative Dialnet Spanish
(Companioni et 2023 Cuba Quantitative Dialnet Spanish
al.,2023)
(Zerpa,2023) 2023 Venezuela Quantitative Dialnet Spanish
(Fedriani et al.,2023) 2023 Spain Literature review article Dialnet Spanish
(Mayorga et al.,2023) 2023 Ecuador Qualitative Dialnet Spanish
(Rengifo et al.,2023) 2023 Brazil Mixed Dialnet Spanish
(Olivares & de 2022 Dominican Quantitative Dialnet Spanish
Sotomayor,2022) Republic
(Olivares & de 2022 Guatemala Quantitative Dialnet Spanish
Sotomayor,2022)
(Olivares & de 2022 Ecuador Quantitative Dialnet Spanish
Sotomayor,2022)
(Rodríguez & 2022 Colombia Quantitative Dialnet Spanish
Muñoz,2022)
(Valencia et al.,2022) 2022 Spain Quantitative Dialnet Spanish
(Rodríguez et al.,2022) 2022 Cuba Quantitative Dialnet Spanish
(Aldazabal Melgar et 2021 Peru Quantitative Dialnet Spanish
al.,2021)
(García et al.,2021) 2021 Spain Experimental Dialnet Spanish
(Santonja & San 2021 Spain Experimental Dialnet Spanish
José,2021)
(Aguilar & 2019 Ecuador Quantitative Dialnet Spanish
Núñez,2019)
(Guzmán Rivera et 2020 Mexico Systematic review article Redalyc Spanish
al.,2020)
(Dorado Martínez & 2019 Mexico Quantitative Redalyc Spanish
Chamosa
Sandoval,2019)

The research work was carried out over a period of 10 years, but the results of the information search showed
that there is a significant research period of 5 years as shown in the following table, because the academic works
found are from the last 5 years.
Table 2 Range of publication

Year of publication

Range 5,00

Minimum 2018,00

Maximum 2023,00

Table 3 Table of frequencies, percentages and number of publications in the English and Spanish languages

Language

Frequency Percentage (%) Valid percentage (%) Cumulative percentage (%)

Spanish 30 54,5 54,5 54,5

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Valid
English 25 45,5 45,5 100,0

Total 55 100,0 100,0

Note. It is observed that the Spanish language represents 54.5% having 30 academic papers, and in the English language represents
45.5% equivalent to 25 academic papers related to mathematics gamification and technological tools.

Bar chart Spanish

Language
s
English
Count

Mexico

Norway
Guatemala

Malaysia
Indonesia

Dominican Republic
Germany

Spain

Bolivia
Colombia

Ecuador

Peru
Philippines

Russia

Venezuela
Brazil

Cuba

Switzerlan
Taiwan

Country
Image 4 Bar chart representing publications in English and Spanish languages
Note. Papers published in Spanish and English languages, showing in databases that the largest publication was made in Spanish.
Table 4 Frequency of evolution of research on the subject under study

Year of publication

Frequency Percentage (%) Valid percentage (%) Cumulative percentage

(%)

2018 2 3,6 3,6 3,6

2019 3 5,5 5,5 9,1

Valid 2020 2 3,6 3,6 12,7

2021 14 25,5 25,5 38,2

2022 14 25,5 25,5 63,6

2023 20 36,4 36,4 100,0

Total 55 100,0 100,0

Note. The research shows the process and development of gamification databases and technological tools in university education, also
the progress of this research variable is observed.

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Math Gamification and ICT for University Learning
Bar chart Year of
publication

Count

Bolivia

Ecuador

Guatemala

Norway
Indonesia

Dominican
Philippines
Germany

Russia
Spain

Mexico
Malaysia
Cuba

Switzerlan
Colombia

Peru

Taiwan

Venezuela
Brazil

Republic
Country
Image 5 Bar chart showing the percentage of academic papers according to the type and year they represent in the databases.

Image 5 shows that the countries with the highest demand for research on math gamification and the
development of the use of technological tools are Spain, Mexico, and Peru, which implies that Peru is
developing its scientific production.
Table 5 Type and focus of study found in the Scopus, Scielo, Dialnet y Redalyc databases.

Study approach

Frequency Percentage(%) Valid percentage Cumulative percentage (%)

(%)

Systematic review 2 3,6 3,6 3,6

article

Qualitative 3 5,5 5,5 9,1

Valid
Quantitative 46 83,6 83,6 92,7

Experimental 2 3,6 3,6 96,4

Mixed 2 3,6 3,6 100,0

Total 55 100,0 100,0

Note. According to the statistical results it is observed that in the types of research or study approach the most developed is the
quantitative investigation with 46 academic papers equivalent to 83.6%, 3 qualitative academic papers represented by 5.5%, 2
experimental academic papers represented by 3.6% and 2 systematic review papers 2 equivalent to 3.6%.

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Bar chart Year of

publication

Paper

Quantitative

Qualitative

Count
Experimental

Mixed

Colombia

Malaysia

Russia
Indonesia

Venezuela
Guatemala

Taiwan
Peru
Bolivia

Norway

Dominican Republic

Switzerlan
Mexico

Philippines
Spain
Ecuador
Cuba
Germany

Brazil

Country
Image 6 Bar chart showing types of research papers by country
Note. It is observed that Spanish the largest producer of quantitative research on the topic of math gamification and ICT.

Bar chart
Databas
e
Count

Russia
Colombia

Dominican
Norway
Guatemala
Cuba

Spain

Philippines

Switzerlan
Brazil
Bolivia

Indonesia
Germany

Malaysia

Mexico
Ecuador

Venezuela
Peru Republic

Taiwan

Country
Image 7
Note. It is observed that the greatest demand for research in math gamification is Scopus, being in the first place having Spanish
researchers, the second place is for Scielo represented by researchers from Mexico, and in third place is Ecuador; it is also observed
from Image 4 that Taiwan takes the fourth place in scientific publications on math gamification and teaching, as well as technological
tools in learning.
Table 6 Table of publication frequencies by country in the repositories under study.

Countries

Frequency Percentage (%) Valid percentage (%) Cumulative percentage (%)

Germany 2 3,6 3,6 3,6

Bolivia 2 3,6 3,6 7,3

Brazil 2 3,6 3,6 10,9

Colombia 3 5,5 5,5 16,4

Cuba 3 5,5 5,5 21,8

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Ecuador 5 9,1 9,1 30,9

Spain 12 21,8 21,8 52,7

Guatemala 1 1,8 1,8 54,5

Indonesia 1 1,8 1,8 56,4

Valid

Malaysia 1 1,8 1,8 58,2

Mexico 10 18,2 18,2 76,4

Norway 1 1,8 1,8 78,2

Peru 3 5,5 5,5 83,6

Philippines 1 1,8 1,8 85,5

Dominican 1 1,8 1,8 87,3

Republic

Russia 1 1,8 1,8 89,1

Switzerland 2 3,6 3,6 92,7

Taiwan 3 5,5 5,5 98,2

Venezuela 1 1,8 1,8 100,0

Total 55 100,0 100,0

Note. It is observed that Spain represents 21,8% of academic papers, while Mexico 18,2%, Ecuador 9,1%, Cuba, Peru, Taiwan 5,5%
respectively.
Table 7 Academic papers found by repositories and the representative percentage of each one of them.

Database

Frequency Percentage (%) Valid percentage (%) Cumulative percentage (%)

Dialnet 16 29,1 29,1 29,1

Redalyc 2 3,6 3,6 32,7

Valid
SciELO 9 16,4 16,4 49,1

Scopus 28 50,9 50,9 100,0

Total 55 100,0 100,0

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Countrie
s

Percentages

Indonesia
Guatemala

Mexico

Philippines
Cuba

Dominican Republic

Russia

Switzerlan

Venezuela
Brazil

Spain

Taiwan
Ecuador

Malaysia
Colombia

Norway

Peru
Bolivia
Germany

Countrie
s
Image 8 The bar graph shows the publication of academic papers related to research as a percentage.

Database
Percentages

Database
Image 9 Bar chart representing in percentage

Academic papers published in that 5 years’ period, remembering that the research is established for a period of
10 years of information search, the results gave this new range.
DISCUSSION
After conducting the research, we can answer the initial question: What is the relationship between math
gamification and ICT for learning? We can answer it through the contributions of several authors who
developed research. Math gamification (Holguín-Álvarez et al.,2022), which incorporates game elements such
as challenges and rewards, is effectively combined with information and Communication Technologies (ICT)
to enhance learning (Gonzalez et al.,2021). ICTs offer interactive platforms and applications that make the
study of mathematics more engaging, using educational games and simulations. These digital tools provide
immediate feedback, encouraging student participation and engagement. In addition, online collaboration and
competition, facilitated by ICTs, promote an interactive learning environment. Virtual and augmented reality,
integrated through ICT (Magat, 2023), offer immersive experiences that make mathematics concepts more
tangible. Progress monitoring through digital platforms allows personalized adaptation of teaching. Overall,
ICT-supported math gamification transforms mathematics learning (Melgar et al., 2021), making it more
motivating, interactive and tailored to the individual needs of students.
Likewise, the question is answered as a result of the objectives of the other scientific publications: What
educational levels are math gamification and ICT being applied to? And for this we have: the application of
math gamification and Information and Communication Technologies (ICT) extends to all educational levels,
from primary to higher education (Izzyan et al.,2018). In primary education extended to higher education, ICT
is employed through interactive games to make mathematics more accessible and fun. At the secondary level,
online platforms and digital games are integrated to strengthen mathematical learning. At the university level,

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Math Gamification and ICT for University Learning
ICT is applied in virtual learning environments and collaborative tools, while gamification is used to maintain
interest. The combination of gamification and ICT seeks to improve students’ understanding and motivation,
adapting to the different educational needs at each stage.
Answering to the research question: What are research approaches with the greatest impact on gamification in
mathematics learning and ICT tools?
Research approaches on gamification in mathematics learning and Information and Communication
Technologies (ICT) focus on pedagogical effectiveness and impact on student motivation and achievement. It
is investigated how gamification influences the acquisition of mathematical skills and how ICT, such as
interactive platforms and educational games, optimize the teaching-learning process. In addition, aspects related
to the adaptability to different educational levels, the inclusion of students, and the creation of digital
environments that favor collaboration and the development of practical skills in mathematics are explored
(Zhao et al.,2021).
So far, the application of gamification in mathematics learning supported by Information and Communication
Technologies (ICT) in higher education has demonstrated great results as shown in the tables of this research.
An increase in student engagement and motivation has been observed, contributing to a more interactive and
stimulating learning environment (Zhao et al.,2021). The introduction of educational games and online
platforms has facilitated active practice of mathematical concepts, improving knowledge retention. In addition,
the instant feedback provided by ICT has enabled faster and more efficient assessment of student progress.
However, challenges remain, such as the need to further customize gamification to accommodate diverse
learning styles and ensure equity in access to ICT. Ongoing research seeks to refine these strategies to maximize
the benefits of gamification and ICT in higher education.
CONCLUSION
The integration of math gamification and ICT in learning has proven to be an effective strategy to increase
student motivation. The use of game elements and the interactive of ICT capture students’ interest, fostering
sustained engagement and participation in the study of mathematics, as shown in the figures and tables in the
results.
ICT-supported gamification provides an educational environment that allows students to apply mathematical
concepts in a practical way. Digital games and simulations offer immersive experiences that facilitate the
understanding of abstract topics, making mathematics learning a more tangible and relevant experience.
ICTs allow instant feedback on student performance, which facilitates the identification and correction of
problems areas in a timely manner. In addition, gamification and ICT enable personalized adaptation of
learning, attending to the individual needs of each student for a more effective development of mathematical
skills.
The integration of ICT tools in mathematical gamification facilitates collaboration among students and fosters
healthy competition. Online platforms and cooperative games promote teamwork, while challenges and rewards
stimulate individual progress, creating a dynamic and socially enriching educational environment. These
combined applications have the potential to significant transform the mathematics learning experience.
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