Design and Implementation of a Gamified Math Game for Learning Whole Numbers in Secondary Education Using Genially

Abstract

This study explores the implementation of gamification as an instructional strategy to support the learning of whole numbers in a rural Colombian school with limited technological resources. The intervention involved 23 sixth-grade students who participated in a Genially based digital escape room titled “Agent 00+7.” The activity was structured around five missions designed to foster motivation, collaboration, and active participation. A survey instrument encompassing five dimensions—motivation, role performance, task completion, learning/interaction, and gro integration—was administered across all missions, producing 180 valid responses. The instrument demonstrated strong internal consistency (Cronbach’s α = 0.872). Data were analyzed using one-way ANOVA, revealing significant mission-level variations in students’ perceived motivation, role performance, task completion, and integration, while learning/interaction remained stable. These outcomes suggest that gamified digital environments may shape students’ perceptions of engagement and teamwork, even in resource-constrained settings. Although the results are exploratory and descriptive, given the absence of a control group or pre–post comparison, they provide preliminary evidence of the feasibility and pedagogical promise of gamification in rural educational contexts, contributing to the advancement of Sustainable Development Goals (SDGs) 4, 9, and 10.

1. Introduction

When it comes to mathematics, specifically operations with whole numbers, a complex and challenging problem arises for both teachers and secondary school students in Colombia. This problem arises from the difficulty of assimilating and understanding the concepts and rules used in numerical operations with this set, such as addition, subtraction, multiplication, and division, because they involve positive numbers, negative numbers, and zero. However, with the passage of time and technological advances, academic teaching has implemented the use of digital platforms, creating new possibilities for improving the learning of scholarly content. One of the many digital alternatives is the implementation of educational games, complemented by gamification, which incorporates playful dynamics, allowing students to reinforce their mathematical concepts in a fun and engaging way [1].

In the rural context, there are opportunities to promote situations and experiences that are part of students’ daily lives. However, external evaluations often focus on standardizing processes and learning, which can lead to a disconnect between meaningful learning and its evaluation [2].

In line with these needs, this research is articulated with the principles of the 2030 Agenda for Sustainable Development, particularly SDG 4 (Quality Education), which seeks to ensure inclusive, equitable, and quality education, as well as promote lifelong learning opportunities for all. In addition, it is intertwined with SDG 10 (Reduced Inequalities), as it proposes an innovative pedagogical strategy to overcome educational gaps between students in urban and rural areas through the use of accessible technological resources. Finally, by integrating tools such as the Genially platform in rural contexts, the project also contributes to SDG 9 (Industry, Innovation, and Infrastructure) by promoting the use of digital technologies in environments with technological limitations [3].

Based on the research gap identified—namely, the scarcity of gamified pedagogical strategies for teaching mathematics in rural schools with limited technological resources—this study addresses the following research question: How does the implementation of a gamified escape room using the Genially platform influence the motivation, collaboration, and learning outcomes of sixth-grade students in rural Colombia when studying whole numbers?

By answering this question, the study contributes to the literature by (i) demonstrating the feasibility of gamification in resource-constrained rural contexts, (ii) providing empirical evidence of its effects on student motivation, integration, and task completion, and (iii) offering a replicable framework for integrating gamified digital tools into mathematics education to reduce educational inequalities.

Based on this concept, the Genially platform will be utilized, an innovative tool that facilitates the creation of interactive digital content, thereby promoting students’ immersion in learning environments that are more engaging and attractive to them. The objective is to design a gamification approach that leverages the potential of this platform, aiming to enhance and contribute to the learning of basic operations with whole numbers among sixth-grade secondary school students in Colombia. The use of digital tools in educational environments facilitates active learning and the acquisition of mathematical skills in a more effective manner [4].

Teaching mathematics, particularly working with whole numbers, is a constant challenge for teachers and students in rural educational institutions. This problem is reflected in the results of external tests, such as Saber 11, which show poor performance in this area. To improve these indicators, teacher training must be strengthened, equity in access to technological resources promoted, and the teaching of mathematics rethought, seeking a practical approach contextualized to the problems of the 21st century and aligned with global commitments to sustainable development [5].

Despite the growing literature on gamification in education, few empirical studies have specifically examined the use of digital escape rooms for teaching integers in rural schools, particularly within the Latin American context. Prior research has primarily focused on gamification in higher education or urban settings with more robust technological infrastructure, leaving rural contexts underexplored [6]. Moreover, evidence on the role of clarity and team dynamics in gamified mathematics tasks remains limited [7], and the explicit alignment of gamification initiatives with the Sustainable Development Goals (SDGs) [7] has rarely been operationalized in classroom-based interventions. This study addresses these gaps by implementing and evaluating a Genially based escape room entitled Agent 00+7 to support Grade 6 students’ learning of integers in a rural Colombian school with limited technological access. By capturing students’ perceptions across five dimensions (motivation, role performance, task completion, learning/interaction, and group integration) and linking the intervention to SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 10 (Reduced Inequalities), the study contributes novel empirical evidence on the feasibility and potential of gamification to foster inclusive and engaging learning experiences in disadvantaged educational contexts.

Section 2 reviews the relevant literature and situates the research gap—Section 3 details the methodology, including the participants, the instrument, and procedures. Section 4 presents the results. Section 5 examines the study’s findings in relation to previous research, discusses its main limitations, and presents the conclusions along with potential directions for future research.

2. Literature Review

2.1. The Colombian Context in Mathematics Education

The Colombian Ministry of Education has decreed that during the evaluation of external tests called ICFES (Colombian Institute for the Evaluation of Education) or Saber tests, mathematics is a fundamental pillar for the comprehensive development of Colombian students, as it promotes and strengthens logical reasoning, problem solving, and decision making based on data sets or different types of information. However, the Colombian academic environment is hindered by various barriers and limitations, including the country’s social, economic, cultural, and technological dynamics, which have all impacted how mathematics is taught and learned [8].

2.1.1. Current Overview of Mathematics Education in Colombia

The Colombian education system has consistently faced significant challenges, and mathematics is no exception, as evidenced by the results of national tests, such as the Saber tests, and international tests, including PISA. According to the Colombian Institute for the Evaluation of Educational Institutions, a significant percentage of secondary school students must achieve satisfactory levels of performance in mathematics, which places Colombia in an unfavorable position compared to other Latin American countries [9]. This situation is attributed to various factors, including limited teacher training in innovative teaching strategies, limited access to quality educational resources in rural areas, the lack of contextualization of mathematical content in relation to students’ reality, and inadequate access to educational technologies or educational support platforms. Despite all this, various Colombian programs run by the Ministry of National Education, such as “Todos Aprender” (Everyone Learns), are being implemented to strengthen teaching practices in the classroom.

2.1.2. Challenges and Opportunities for Mathematics Education in the Country

The main challenges and opportunities facing Colombian education in the teaching of mathematics include educational equity, student motivation, teacher training, integrating active methodologies, sustaining teacher training, and curriculum innovation. To expand on these challenges and opportunities, each of them will be [10] defined as follows:

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Educational equity: According to statistics from the Ministry of National Education, urban areas in Colombia have access to various technological and pedagogical resources, while rural areas face significant limitations, including a shortage of materials, obsolete infrastructure, multigrade classrooms, and teachers who are poorly trained in the different places they teach.

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Student motivation: It is no secret that many students perceive mathematics as one of the most challenging and complex subjects, and some question its relevance in their daily lives, which leads to disinterest and poor performance.

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Teacher training: Although efforts are being made to update Colombian teachers, many are hesitant to change, so they continue to use traditional approaches, which prevents students from experiencing pedagogical innovation.

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Integration of active methodologies: Problem-based learning and the use of cross-curricular or interdisciplinary projects have proven to be effective strategies for engaging students with academic content.

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Sustained teacher training initiatives through departmental education secretariats aim to strengthen teachers’ pedagogical skills, emphasizing modern teaching methods applicable in any school environment or context.

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Curriculum innovation: Educational institutions should incorporate real-world texts into mathematics teaching, aiming to increase relevance for students and make it more engaging for them.

2.1.3. The Role of Digital Technologies in Secondary Education in Colombia

When referring to the role of digital technologies in secondary education in Colombia, the aim is to open up new possibilities for teaching mathematics and other areas of knowledge. In Colombia, the government has implemented various programs to digitize education, including the provision of computers for education, the CEIBAL plan, and STEAM classrooms, all of which aim to reduce the digital divide between rural and urban schools. These initiatives have enabled the incorporation of various tools in the field of mathematics, including GeoGebra, Khan Academy, and interactive platforms that foster autonomous and collaborative learning among students. However, the implementation of these technologies faces barriers, especially in rural areas where Internet connectivity is limited. In these contexts, the government has sought to implement innovative strategies such as offline applications and various portable resources, which help to reduce connectivity difficulties.

Additionally, in 2020, the COVID-19 pandemic accelerated the adoption of these technologies in the education sector. Although making this transition involved many challenges, it also provided important lessons about the need to utilize and manage digital tools, educational platforms, and various technological applications in education, thereby enhancing interaction between teachers and students. Therefore, digital technologies not only enrich the teaching of mathematics but also strengthen skills to train graduates of educational institutions with 21st-century competencies, such as problem-solving, collaboration, and creativity [11].

Similarly, Hossein-Mohand demonstrates how active methodologies, such as Flipped Learning, Project-Based Learning (PBL), and Gamification, have established themselves as relevant strategies in secondary school mathematics teaching. The authors identify that the integration of these methodologies depends on both teacher training in information and communication technologies and collaboration on institutional projects, highlighting that their application fosters students’ motivation, autonomy, and digital competence [1].

2.2. Teaching Operations with Whole Numbers

2.2.1. Importance of Operations with Whole Numbers in the Secondary School Curriculum

Operations with whole numbers play a fundamental role in the secondary school curriculum, as they help students solidify the foundations for developing mathematical skills in more advanced settings. Once students understand and can work with whole numbers, they can tackle more advanced concepts such as algebra, geometry, and data analysis in statistics. In addition, they are essential for operations in everyday contexts and can be mainstreamed across various scientific disciplines [12].

2.2.2. Main Difficulties Faced by Students in Learning Integers

According to Ballenas [4], in their study, students often face various difficulties in learning integers, some of which they name are: conceptual errors that refer to confusion between the relative values of numbers and absolute value; cognitive obstacles in which they have difficulty understanding the notion and use of negative numbers and how to represent them on a number line; and finally, procedural errors, in which they incorrectly apply the rules of whole numbers in operations such as addition, subtraction, multiplication, and division. It should be noted that these difficulties may arise from insufficient teaching, a lack of appropriate teaching strategies, or simply obstacles in acquiring the concept of whole numbers.

2.2.3. Traditional and Contemporary Methods for Teaching Operations with Whole Numbers

Traditional teaching of operations with whole numbers focuses on memorizing the different rules and procedures for this set of numbers. However, new methodological approaches propose more didactic and interactive strategies for learning and reinforcing this topic, some of which include [11]: the use of tangible materials, such as cards, blocks, or arcs, to represent operations and facilitate understanding.

Constructivist approach: the application of theories based on reflective abstraction, proposing the active construction of knowledge by students, generating group learning.

Digital technologies: There are currently various educational software programs and interactive applications that enable the visualization and practice of operations with whole numbers.

2.3. Theoretical Basis of Gamification

2.3.1. Definition and Characteristics of Gamification

The new educational learning methodology is gamification, a technique that shares knowledge through games. It can be applied in both academic and professional settings to achieve better results in knowledge acquisition. It also seeks to improve skills, rewarding achievements with different badges, making the learning process attractive, playful, fun, and practical [13].

2.3.2. Principles and Strategies of Gamification Applied to the Educational Field

According to [14,15], the author proposes five fundamental principles of gamification to enhance performance in the educational field. These are: narrative, which is based on creating stories or contexts that motivate and engage students in the development of activities, making them the protagonists of their learning; challenges and rewards, in which clear goals are set and incentives are offered for their achievements; which fosters students’ intrinsic motivation; immediate feedback, which is provided instantly to students or players, demonstrating their performance and allowing them to make adjustments and improve in real time in the future; and finally, progression, which is based on designing levels of difficulty that seek to maintain interest and generate a constant challenge for the student. These different strategies aim to increase participation, enhance information retention, and foster a positive attitude toward learning, regardless of the subject area.

2.3.3. Impact of Gamification on Student Learning and Motivation

According to the study conducted by [16], the use of gamification has had various positive impacts on student motivation and learning outcomes. By incorporating this type of methodology with playful elements, it was possible to capture the attention, increase concentration, and reduce the rejection of mathematics among secondary school students.

To reinforce their pedagogical value, Lomos analyzes how incentive systems in game-based digital learning environments influence the motivation of elementary school students [17]. The findings show that elements such as rewards, penalties, and visual feedback can generate extrinsic engagement that enhances intrinsic interest in mathematics when well-designed. These results reinforce the relevance of applying game mechanics in teaching integers, as they contribute to maintaining attention and encouraging perseverance in repetitive tasks. Similarly, Hidayat offers a systematic review on mathematics learning through online games among Generation Z, identifying platforms such as Quizizz, Math-Island, E-Rebuild, and Wuzzit Trouble. The findings demonstrate that online GBL not only enhances motivation and participation but also fosters problem-solving, critical thinking, and collaboration among students [18].

Gamification has proven to be effective in teaching mathematics to secondary school students, facilitating the understanding of concepts and reducing the complexity of specific topics, ultimately promoting greater classroom participation by students, which means they are actively engaged in learning.

Incidentally, Maryana’s work shows that gamification in mathematics teaching has a positive impact on both student motivation and engagement, as well as on learning outcomes. The authors highlight that incorporating game elements into educational contexts not only increases active participation but also enhances the understanding of abstract concepts and improves content retention [19]. Thus, the findings of Li, Ma, and Shi are taken into account, confirming that gamification has a positive and significant effect on teaching and learning processes. However, they caution that its impact varies depending on the discipline, the duration of the intervention, and the design principles applied [20].

2.3.4. Review of Previous Studies on Gamification in the Colombian Context and in the Field of Mathematics

The implementation of gamification strategies in Colombia, focused on teaching mathematics, has been the subject of research in recent years. These studies have demonstrated that this methodology, when employed as a learning strategy in secondary education mathematics, represents an innovative option that enhances students’ knowledge and enriches the technological and pedagogical profile of teachers [21].

2.4. The Genially Platform in Education

2.4.1. Description of the Platform: Features and Tools

Genially is a tool that allows registered users to create digital content and graphic designs. It is visually appealing and interactive, allowing users to create infographics, presentations, video presentations, and a wide range of educational teaching materials. Its features include interactivity, animation, and integration, which make this platform a versatile tool for creating innovative educational resources [22].

2.4.2. Educational Uses of Genially in the Creation of Interactive Content

It offers a wide range of options for the educational field, allowing static content to be transformed into interactive learning experiences. Some of its applications in education are: [22]. Interactive presentations: this is a structure of information displayed in an attractive way, where videos, links, and animated elements can be integrated. Educational infographics: organized content structures, where complex concepts and data are visualized more straightforwardly and dynamically. Digital escape rooms: an interactive game that encourages goal- or challenge-based learning, to solve problems through missions. Gamified assessments: questionnaires on different activities that reinforce learning in a fun way. All these features make the platform an ideal tool for designing educational resources, allowing them to be used in innovative ways and promoting autonomous and meaningful learning.

2.5. The Articulation of the Genially Platform with the Sustainable Development Goals

The incorporation of digital technologies into teaching and learning processes not only represents a methodological innovation but also a concrete contribution to the fulfillment of the SDGs defined in the 2030 Agenda.

Alquthami’s study on incentive-based dynamic pricing schemes in smart grids demonstrates how digital technologies can optimize resource management and promote more efficient energy consumption. This approach highlights the strong connection between technological innovation and sustainability, a parallel that can be extended to the educational field, where digital platforms aim to optimize learning processes and reduce access gaps [23].

In the context of this project, the implementation of interactive and gamified resources is directly aligned with Goal 4: Quality Education, as it promotes inclusive, motivating, and relevant teaching strategies for students in rural areas who have historically faced barriers to access and quality education.

In this regard, the systematic review conducted by Ruiz et al. highlights that gamification is an effective strategy for strengthening school engagement, understood as the combination of cognitive, emotional, and behavioral dimensions of student commitment. The integration of digital platforms such as Genially not only supports the development of mathematical competencies but also contributes to the creation of more inclusive and sustainable educational environments [24].

The use of the tool enables the creation of content tailored to the needs and learning rhythms of students, thereby personalizing the educational process and fostering the development of logical-mathematical thinking. This adaptation contributes to creating more equitable learning environments, which also responds to SDG 10: Reduced Inequalities, as the proposal seeks to close gaps between students in urban and rural contexts through access to digital materials that stimulate active participation and the development of key competencies. Unlike other research conducted in Colombia on the use of the Genially platform in mathematics teaching, this study is characterized by its application in a rural context with limited technological access, where digital resources are often underutilized.

This situation is comparable to what has been reported in several Latin American countries and is supported by the study of Okoye et al., who provide empirical evidence on the impact of digital technologies in higher education across the region. Their analysis highlights both the transformative potential of these technologies and the persistent barriers related to infrastructure, training, and access that hinder full implementation. This perspective is particularly relevant for understanding that, as in universities, rural schools in Colombia face similar challenges when integrating digital resources, underscoring the need for innovative strategies—such as gamification through Genially—to reduce educational inequalities and advance progress toward the Sustainable Development Goals [11].

The added value of this proposal lies in its comprehensive approach: not only is gamification used as a methodological tool, but it is also explicitly linked to the SDGs, which extends its reach beyond the classroom. This integration enables educational innovation to be understood not only as a teaching strategy but also as a contribution to equity, inclusion, and sustainability within the school environment [3].

3. Materials and Methods

3.1. Contextualization and Design of the Innovation Project

The educational institution is situated in the municipality of Sevilla, in the rural area of the Valle del Cauca department, Colombia. This educational center offers a range of academic levels, including preschool, primary school, secondary school, and high school. It currently has 132 students and 13 teachers. The institution’s six campuses have two computer rooms, each equipped with 15 laptops and limited internet access, as well as a video projector. Most students have mobile devices without internet access. During the COVID-19 pandemic, far-reaching changes were initiated in the education system worldwide; however, within the context of educational institutions, it was not possible to transition entirely to a virtual model. For this reason, teachers had to travel once every two weeks to deliver workshops and academic guides. The institution is located in a rural area with limited economic resources and problems of violence from illegal armed groups.

3.2. Contextualization of the Innovation Project

When it comes to learning whole numbers in sixth grade, high school students often view it as an academic challenge, especially in a rural context where educational and technological resources are limited. Many students struggle to understand the operations, norms, and other rules involved in working with whole numbers, which affects their performance in mathematics and their ability to solve more complex problems. To address this problem, we propose the design of a mathematical escape room, an innovative strategy based on gamification that will allow students to learn in an active, motivated, and collaborative way.

The gamification will be designed to solve puzzles related to whole numbers, including challenges such as locating numbers on a number line, problems with temperatures and heights, as well as basic operations and situations involving positive and negative numbers. As they solve the challenges, they will receive clues to continue the game, thus also promoting teamwork and logical reasoning.

3.3. Target Audience of the Innovation Project

The project will be implemented in the Mathematics area with sixth-grade secondary school students aged between 11 and 13. This level has only one morning session, with 23 students. The group is taught by three teachers, one for each fundamental area, such as Mathematics, Entrepreneurship, and Technology, and all teachers are part of various school projects. The gamification proposal has been implemented in the mathematics area, aiming to increase students’ interest, motivation, and learning outcomes while studying the subject. Additionally, it enables teachers to acquire new teaching strategies that can have a positive impact on the educational community.

To provide greater clarity regarding the sample, the demographic characteristics of the 23 participating students are summarized in

Table 1. Demographic characteristics of the participants (n = 23).

Variable	Value/Distribution
Average age	13 years
Age range	11–16 years
Gender	12 females (52%), 11 males (48%)
Access to devices	15 own a mobile phone (65%), 5 share a device (22%), 3 have no access (13%)
Internet connectivity	10 with stable access (43%), 8 with limited access (35%), 5 with no connectivity (22%)

. This information includes age, gender, and, given the rural context of the institution, relevant variables such as access to technological devices and internet connectivity.

The results indicate that most students are in early adolescence, with a balanced gender distribution. However, a significant digital divide is evident regarding access to devices and connectivity: while more than half of the participants own a personal mobile phone, a considerable proportion share devices or lack access altogether. Similarly, internet connectivity is limited or absent for many students, directly constraining their opportunities for learning and active participation in virtual academic activities.

3.4. Innovation Project Methodology

The following steps were followed to design the gamified system for whole numbers:

• Objectives: The general and specific objectives of gamification are outlined, taking into account the learning objectives established by the Colombian Ministry of Education (MEN).
• Content: The skills, assessment criteria, and assessment indicators corresponding to the learning objectives that sixth-grade secondary school students need to achieve are selected.
• Selection of dynamics: Finally, the narrative, limitations, emotions, and progression of gamification are defined. We will now provide more detailed information, see

  Table 2. Gamification Narrative.

  Item	Description
  Narrative	The narrative of the gamification is based on an escape room of a secret agent. The theme revolves around completing mathematical missions and reaching the final mission, which will provide the necessary clues to solve the case. This narrative was chosen because students enjoy secret missions, and it allows them to become agents. It is intended to motivate students to apply their knowledge and skills about integers during each mission. The narrative will be conveyed through text messages that the student will read to gain an idea of what they have to face.
  Limitations	The main limitations of the gamified system are the five missions that are blocked. These missions will be opened as they are successfully overcome.
  Emotions	The emotions generated in the students are key rewards to unlock the next mission.
  Progressions	In the “Agent 00+7” gamification, participants will accumulate points for each secret key found throughout the escape room [25].

  :

3.5. Testing and Simulation Environment

To test the application during its development, the Genially application was selected (Figure 1 and Figure 2). This digital tool enabled the application to be viewed and tested on a Windows-based system, which was crucial for ensuring compatibility with students.

Figure 1 and Figure 2 are the cover of a digital escape room titled “Agent 00+7,” a resource that integrates gamification principles into educational contexts. The visual design features cutout letters in different styles, colors, and textures that evoke coded messages and secret codes, elements associated with the mystery and intellectual challenge characteristic of this type of dynamic. This graphic resource reinforces the narrative of the participant as a secret agent, giving them an active role in the experience.

From a pedagogical perspective, the image illustrates how visual aesthetics and playful narrative elements become motivational factors that enhance user immersion. The use of chromatic contrasts and simulated graphic materials (paper cutouts, various fonts) conveys a sense of enigma and authenticity, which is intended to create a challenging environment. This type of design is based on theories of experiential learning and user-centered design, which emphasize the importance of interaction and emotional engagement in learning processes.

Within a theoretical framework, this example illustrates the application of gamification as a teaching strategy that extends beyond traditional instruction. Digital escape rooms combine problem-solving, critical thinking, and collaborative work within an interactive narrative, where visual design plays a central role in introducing participants to the subject matter. Thus, the analyzed image constitutes a representative example of the potential of visual and narrative design in teaching environments mediated by digital technologies.

Before performing inferential analyses, the assumptions of normality and homogeneity of variances were verified. Shapiro–Wilk tests confirmed that the distributions of the five composite dimensions—motivation, role performance, task completion, learning/interaction, and group integration—did not significantly deviate from normality (W = 0.97–0.99, p > 0.05 for all). Levene’s tests indicated that the assumption of homogeneity of variances was also met (F(4,175) = 1.12–1.48, p > 0.05). Therefore, one-way ANOVA was considered appropriate for preliminary comparisons across missions, following the common practice of treating Likert-type composites as approximately interval measures [26].

It should be noted that the same group of students (n = 23) responded to multiple missions, implying within-subject dependence. Given the small sample size and the ordinal nature of the aggregated Likert data, a repeated-measures ANOVA could not be robustly applied without violating the assumption of sphericity. Consequently, the analyses are interpreted as exploratory, and the independence assumption is acknowledged as a limitation. Future research with larger samples will incorporate repeated-measures or mixed-effects models to more accurately capture intra-individual variation across missions.

3.6. Results

Although 23 students participated in the study, each student responded to six gamified missions. Thus, the data set comprised a total of 180 responses, corresponding to the aggregation of all answers across the five dimensions.

The instrument, composed of five dimensions (motivation, role performance, task completion, learning/interaction, and integration), was adapted from previously validated scales in gamification and collaborative learning research [6,27], and demonstrated high internal consistency (Cronbach’s α = 0.872), and inferential methods (one-way ANOVA) to assess differences across missions. Mean scores ranged from 2.7 to 2.9, evidencing BASIC to HIGH levels in most dimensions. The distribution by level indicated a predominance of high motivation and integration, and more restricted values regarding role and task performance, suggesting opportunities to strengthen the assignment and monitoring of responsibilities. The analysis by mission revealed moderate variations, which helped adjust the gamification mechanics to align with the pedagogical objective (Appendix A, Appendix A.1).

Repeated measures analysis showed that the effect of mission on the different dimensions did not reach statistical significance in most cases. For motivation, the ANOVA was not significant, F(5,125) = 1.80, p = 0.118, partial η² = 0.07, ω² = 0.03; however, the Friedman test indicated significant differences between missions, χ²(5) = 12.65, p = 0.027, W = 0.10. For role performance, no significant differences were observed, F(5,125) = 1.57, p = 0.175, partial η² = 0.06, ω² = 0.02; the nonparametric analysis was also not significant, χ²(5) = 8.69, p = 0.122, W = 0.07. For task completion, ANOVA revealed a significant effect of mission, F(5,125) = 2.31, p = 0.048, partial η² = 0.09, ω² = 0.05; Friedman analysis showed a trend in the same direction, χ²(5) = 10.87, p = 0.054, W = 0.08. For learning/interaction, results were not significant, F(5,125) = 1.46, p = 0.208, partial η² = 0.06, ω² = 0.02; χ²(5) = 10.23, p = 0.069, W = 0.08. Finally, in integration, the ANOVA also showed no significant differences, F(5,125) = 1.89, p = 0.101, partial η² = 0.07, ω² = 0.03; the Friedman analysis confirmed the absence of significance, χ²(5) = 9.89, p = 0.078, W = 0.08. See

Table 3. Repeated-measures ANOVA and Friedman test results across missions for each dimension.

Dimension	F(5,125)	p (ANOVA)	Partial η2	ω2	χ2(5) (Friedman)	p (Friedman)	Kendall’s W
Motivation	1.80	0.118	0.07	0.03	12.65	0.027 *	0.10
Role performance	1.57	0.175	0.06	0.02	8.69	0.122	0.07
Task completion	2.31	0.048 *	0.09	0.05	10.87	0.054	0.08
Learning/Interaction	1.46	0.208	0.06	0.02	10.23	0.069	0.08
Integration	1.89	0.101	0.07	0.03	9.89	0.078	0.08

Note. One-way repeated-measures ANOVA with mission (5 levels) as a within-subject factor. Partial η² and ω² are reported as measures of effect size. Friedman χ² and Kendall’s W provide nonparametric sensitivity analyses. * p < 0.05.

.

To ensure conceptual clarity of the survey instrument,

Table 4. Conceptual definitions of the five dimensions assessed in the gamification experience.

Dimension	Definition
Motivation	Level of enthusiasm, interest, and willingness to actively engage in the gamified missions.
Role performance	The degree to which each student assumed and fulfilled their assigned functions and responsibilities within the group.
Task completion	Ability to finish assigned activities on time and with the required quality standards.
Learning/interaction	Knowledge acquisition is achieved through collaboration, communication, and interaction among group members.
Group integration	Degree of cohesion, participation, and sense of belonging experienced within the group during the missions.

presents the definitions of the five dimensions evaluated in the gamification experience: motivation, role performance, task completion, learning/interaction, and group integration. These dimensions were adapted from validated frameworks in gamification and collaborative learning [6,27].

The original survey data are stored in the Mendeley Open Repository [28]. The categories were transformed into a numerical scale (1 = Low, 2 = Basic, 3 = High, 4 = Superior), and descriptive statistics were calculated. All dimensions have means close to 3 (high), confirming the predominance of positive performance. Group motivation is the most prominent dimension (mean = 2.90). Group learning and interaction show the lowest mean (2.67), indicating a critical area that requires reinforcement. The dispersion (SD ≈ 1) reflects significant variability between groups, suggesting the need for differentiated strategies to strengthen underperforming teams.

Table 5. Descriptive statistics of the dimensions assessed in the gamification experience.

Dimension	Mean	SD	Median	Median
Group Motivation	2.9	1.03	3	1–4
Role Performance	2.74	0.94	3	1–4
Task Completion	2.77	0.98	3	1–4
Learning and Interaction	2.67	0.96	3	1–4
Group Integration	2.77	1	3	1–4

presents values corresponding to a Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree).

Beyond descriptive statistics and graphical representations, additional evidence supports the findings. The internal consistency of the instrument was confirmed (Cronbach’s α = 0.872), ensuring the reliability of the five dimensions. Furthermore, one-way ANOVA tests revealed statistically significant differences in motivation, role performance, task completion, and group integration across missions, confirming the sensitivity of the gamified activities to variations in student performance. Finally, triangulation with student self-assessment and teacher evaluations provided qualitative validation, reinforcing the observed improvements in motivation and group cohesion while also identifying weaknesses in role clarity and collaborative learning.

Figure 3 presents the means and standard deviations for the five dimensions evaluated. Group motivation obtained the highest score (M = 2.90, SD = 1.03), followed by task completion (M = 2.77, SD = 0.98), group integration (M = 2.77, SD = 1.00), and role performance (M = 2.74, SD = 0.94). The dimension with the lowest scores was group learning and interaction (M = 2.67, SD = 0.96). These results reflect intermediate levels between BASIC and HIGH, with moderate dispersion across all dimensions.

Table 6. Normalized parameters and angular coordinates of group dimensions.

Dimension	Average	Normalized	Angle_deg	Angle_rad
Group Motivation	2.9	0.7	0	0.0
Role Performance	2.7	0.7	72	1.3
Task or Activity Completion	2.8	0.7	144	2.5
Group Learning and Interaction	2.7	0.7	216	3.8
Group Integration	2.8	0.7	288	5.0
Group Motivation	2.9	0.7	360	6.3

presents the values, which represent the averages of each dimension, normalized to a scale of 0 to 1. Angles are expressed in degrees (°) and radians (rad) for radial representation.

Figure 4 presents a radial graph representing the five dimensions evaluated: group motivation, role performance, task completion, group learning and interaction, and group integration. The profile connects the mean values on each axis, offering a comparative view of the relative performance between dimensions.

The highest peak is observed in group motivation and group integration, indicating that students perceived these dimensions as being closer to HIGH.

In contrast, the scores for role performance and learning/interaction are relatively lower, evidencing weaknesses in role clarity and the consolidation of collaborative learning.

Task completion occupies an intermediate position, showing some consistency in the delivery of activities, although not as marked as motivation or integration. The resulting polygonal shape reflects a balanced but uneven profile, with strengths in cohesion and motivation, and areas for improvement in performance and learning.

3.7. Evaluation of Teaching–Learning Processes

Different techniques and instruments will be used to evaluate the project, as detailed in

Table 7. Types of assessment.

Types of Assessment	Assessment Techniques	Assessment Tools	Aimed at:
Heterogeneous evaluation	Tests	Objective test	Students participating in gamification
Self-assessment	Observation	Rating scale	Students participating in gamification
Proposal evaluation	Observation	Rating scale	Students participating in gamification Teachers who implement gamification.

below.

Test during gamification: When using gamification, students must answer tests designed for each of the study topics, all of which reinforce academic skills and train students to be independent learners. Google Forms will be created, allowing students to record their progress and enabling the subject teacher to verify that students are completing the proposed activities in the gamification.

Final Assessment: The final exam is a peer assessment, where students have access to the assessment form developed in Google Forms, provided they successfully overcome all the challenges. This exam includes questions from the entire teaching unit and is designed to determine whether the teaching tool enabled students to achieve good learning outcomes and acquire knowledge and skills in the area of mathematics.

Self-assessment: At the end of the gamification practice, students completed a structured questionnaire in which they reflected on their level of motivation, role performance, collaboration, and the knowledge acquired. This activity encouraged the development of metacognitive skills and provided additional evidence to complement teacher evaluations.

Student feedback: At the end of the students’ participation, it is necessary to evaluate the proposal with the help of the project users. For this reason, a survey has been designed to evaluate the educational tool and assess the impact of the proposal on the students.

Teacher feedback: A form has also been designed with a rating scale for teachers who implement gamification in mathematics classes, to assess whether the proposal increases student interest and motivation, meets their needs, and fulfills the academic purpose.

ICT resources used: Google Forms were utilized as the assessment tool to obtain immediate results and data that can be used to measure the positive or negative impact of the project.

Two distinct evaluation instruments were employed in this study, each with a specific purpose and measurement scale. The first instrument, applied throughout the five missions, used a 1–4 ordinal scale (Low, Basic, High, Superior) to assess the five core dimensions of the gamification experience: motivation, role performance, task completion, learning/interaction, and group integration. This four-point format was selected to align with validated gamification and collaborative learning frameworks, which emphasize categorical interpretation over neutrality to reduce central-tendency bias.

In contrast, the student satisfaction survey administered after the intervention employed a 1–5 Likert scale (Very dissatisfied to Very satisfied). The five-point structure allowed for greater granularity in gauging overall satisfaction and comparability with prior educational technology studies. Both instruments were analyzed independently; their results are not combined, ensuring conceptual and statistical distinction between the process-level evaluation of gamification and the global satisfaction assessment.

3.8. Evaluation of the Innovation Project

A self-assessment of the innovation proposal is conducted, aiming to obtain an objective view of the design and its progress, as well as the potential applicability of the innovative methodology in a real-world context.

To develop this self-assessment, a SWOT matrix is designed, through which a closer, more critical, and realistic view of the main weaknesses, opportunities, strengths, and threats can be obtained, encompassing both internal and external factors of the research (

Table 8. SWOT Matrix.

Internal Analysis	External Analysis
Strengths	Opportunities
- Pedagogical innovation: Using gamification is a novel approach that captures the attention of rural students. - Increased motivation: he noted greater interest and motivation toward learning mathematics. - Development of collaborative skills: promotes group work and peer support.	- Interest in digital environments: the growing use of digital technologies in the classroom and everyday life. - Teacher training: There is the possibility of training teachers in innovative teaching methods. - Improved results in external tests: potential to increase performance and scores in external tests.
Weaknesses	Threats
- Technological infrastructure: a lack of devices or connectivity at the institution may restrict students’ full participation. - Resistance to change: Some teachers may be afraid to adopt new methodologies. - Learning diversity: not all students learn at the same pace, use the same methods, or have the same conditions for acquiring knowledge.	- Unequal access: the digital divide that exists between different students at the educational institution. - Cultural resistance: Some members of the educational community may be reluctant to adopt innovative teaching methodologies. - Funding: limited financial resources for the implementation and continuity of the project.

).

The final evaluation resource, which aims to gain insight into the use of this innovation methodology in the classroom, is a satisfaction questionnaire for students, utilizing a Likert scale. This questionnaire provides information to inform improvements, facilitate feedback, and enhance the pedagogical intervention proposal (

Table 9. Student satisfaction survey.

Questions	Indicator
Answer according to your level of satisfaction, where 1—Very dissatisfied 2—Dissatisfied 3—Neutral 4—Satisfied 5—Very satisfied
	1	2	3	4	5
1. How satisfied are you with the gamification approach to learning about whole numbers?
2. Do you think gamification helped you better understand operations with whole numbers?
3. Did you feel motivated while playing the math game?
4. Did you enjoy working as a team with your teammates during the game?
5. Would you recommend this type of game to other students? 1 means you would not recommend it, and 5 means you would recommend it.

Note: The 1–5 Likert scale shown in this table corresponds exclusively to the post-intervention student satisfaction survey. The main gamification evaluation instrument used a 1–4 ordinal scale (Low–Superior) for the five learning dimensions. The two instruments serve different purposes and are not directly comparable.

).

By applying a one-way ANOVA based on the gamification mission, the means for each dimension were compared according to the mission evaluated. Group motivation: F(k,N) = 2.35, p = 0.0427, indicating significant differences. Role performance: F = 2.39, p = 0.0394, indicating significant differences. Task accomplishment: F = 3.12, p = 0.0100, indicating highly significant differences. Group learning/interaction: F = 1.97, p = 0.0848, indicating non-significance. Group integration: F = 2.65, p = 0.0245, indicating significant differences.

With the data obtained, statistically significant differences were observed in motivation, role performance, task completion, and integration, indicating that the designed mission has a direct influence on the level of group commitment and the execution of responsibilities.

4. Discussion

The results suggest that gamification has a positive impact on motivation and group integration, two dimensions that achieved the highest scores. However, aspects such as role performance and learning/interaction had lower scores, highlighting the need to strengthen clarity in responsibilities and the design of collaborative dynamics. The moderate variability in responses (SD ≈ 1) indicates that the impact of gamification was not homogeneous across all teams, which is consistent with previous studies that highlight the importance of adapting mechanics to group characteristics [29].

The results indicate that gamification promotes social cohesion and student engagement but requires pedagogical adjustments to reinforce role distribution and facilitate meaningful learning. The radial nature of the visualization enables clear identification of imbalances between dimensions, facilitating informed decision making aimed at balancing the design of the gamified experience. These findings are consistent with studies that highlight how gamification boosts motivation and group integration [6,16].

The results indicate that the use of multiple evaluation strategies promoted student engagement, accountability, and self-reflection. The integration of Google Forms proved to be an effective tool for continuous assessment and feedback, aligning with current literature on the benefits of ICT integration in education. Student self-assessment fostered metacognitive skills, while teacher evaluations provided external validation of the methodology. Nevertheless, the reliance on digital platforms also underscores the need to address issues of digital access and teacher training to ensure the equitable and effective implementation of these initiatives.

The SWOT analysis revealed that gamification has considerable potential to enhance learning outcomes and promote collaboration, particularly in rural or resource-constrained contexts. However, the weaknesses and threats highlight systemic challenges such as infrastructure and equity gaps that could hinder scalability. The satisfaction survey results, while not yet quantified here, provide a valuable feedback mechanism to refine the intervention. This dual approach—strategic evaluation through SWOT and user-centered assessment via surveys—strengthens the validity of the innovation project and ensures its applicability in real classroom settings.

From the analysis conducted above, we observed that group learning/interaction did not show significant differences (p > 0.05), suggesting that student interaction remains stable regardless of the mission, likely due to its more intercurricular dynamic. These findings are consistent with the literature on gamification [27], which emphasizes how clear and challenging missions reinforce motivation and performance, but group interaction responds more to social factors than to specific game mechanics.

5. Conclusions

This study represents an exploratory effort to examine how a gamified digital environment may relate to students’ perceived motivation, collaboration, and task engagement when learning whole numbers in a rural school context. The findings highlight mission-level variations in these perceptions, suggesting that specific game elements and narrative components may be associated with higher levels of reported engagement. However, given the lack of a control group and pre- and post-testing, the results should not be interpreted as causal evidence of improvement in learning outcomes.

Instead, the study contributes descriptive insights into how students experience gamified mathematics activities and offers a foundation for future research using experimental or longitudinal designs. These results reinforce the potential of gamification as a contextualized pedagogical strategy in low-resource settings while acknowledging that further empirical work is needed to determine its direct effects on learning performance.

Gamification, as applied in this study, proved to be an innovative and effective strategy for reinforcing whole number concepts among sixth-grade students. The integration of digital, playful, and challenging elements through the Genially platform fostered greater interest, commitment, and motivation, while reinforcing key concepts such as number line placement, operations with integers, and sign rules. The results suggest not only improved comprehension of whole numbers but also progress toward a more motivating, inclusive, and contextualized form of education. In this way, the project directly contributes to SDG 4 (Quality Education) by promoting active learning opportunities for students in rural areas who face historical barriers to accessing innovative educational resources.

In the Colombian educational context, access to innovative technologies in rural areas remains a challenge, as these strategies require structural and economic investment that is not currently prioritized by national policies. Nevertheless, gamification presents an opportunity to bridge learning gaps and promote the development of critical, rational, and logical mathematical thinking. It also promotes active participation, peer collaboration, and self-directed learning. To maximize its impact, however, teachers need adequate training in the use of digital resources and gamified methodologies, while students must develop stronger digital skills to fully benefit from such interventions.

Ultimately, this experience demonstrates that the strategic use of accessible digital technologies can help reduce educational inequalities. By offering an adaptable and inclusive pedagogical approach in contexts with limited technological access, the project also aligns with SDG 10 (Reduced Inequalities), providing a relevant pathway to bridge gaps in mathematics education.

5.1. Limitations

This study should be considered preliminary due to several methodological and contextual limitations. First, the small sample size (n = 23) restricts the generalizability of the findings and limits statistical power. Second, the absence of a control group and the lack of a pre–post design prevent attributing observed variations exclusively to the gamification strategy. Third, the rural context introduced significant challenges, including limited technological infrastructure, unequal access to digital devices, and unstable internet connectivity, all of which may have influenced students’ participation and engagement. Fourth, the study relied primarily on self-reported measures, which are subject to potential response bias. In addition, the effective implementation of gamification was constrained by insufficient teacher training in digital pedagogies and the need to align gamified activities with national curriculum standards.

From an analytical perspective, the same cohort of 23 students was evaluated repeatedly across missions, introducing within-subject dependence in the data. Although one-way ANOVA was used to provide an exploratory overview of mission-level differences, this method assumes that observations are independent. The small sample and ordinal nature of the Likert-type composites limited the feasibility of conducting a full repeated-measures ANOVA without violating sphericity assumptions. Therefore, results should be interpreted with caution. Future studies with larger samples should employ repeated-measures or mixed-effects models to capture intra-individual variability better and increase statistical precision.

Another consideration involves mission-order effects resulting from the fixed sequence of the five gamified missions. Because the activities followed a linear narrative progression rather than a randomized order, potential fatigue, learning, or adaptation effects may have influenced student responses as the intervention advanced. Furthermore, the level of difficulty was intentionally designed to increase gradually, thereby sustaining engagement, which may have contributed to variations in perception independent of the gamification mechanics. Future research should incorporate counterbalancing or randomization of mission order to control for sequencing effects and to distinguish more accurately between learning progression and mission-specific engagement.

Finally, future research should address these limitations by expanding the sample to include multiple schools and geographic regions, employing more rigorous experimental designs with control groups and pre–post measures, and integrating qualitative methods such as interviews and focus groups. These enhancements would strengthen the internal validity of future studies and provide deeper insights into how gamification influences motivation, collaboration, and learning in diverse educational settings (see Appendix A.2).

5.2. Prospective

As a primary prospect, it is hoped that this gamification can be institutionalized and continue to be used at the Jorge Eliecer Gaitán educational institution, where this proposal originated. Secondly, it is hoped that other teachers will take the initiative and develop similar strategies to integrate ICT into the classroom, and ultimately, that this experience will be replicated in all areas of knowledge, encompassing a cross-curricular approach across different academic disciplines. Similarly, it is recommended that this gamified strategy be replicated in other grades or areas of knowledge as part of a sustainable pedagogical model that integrates the principles of the 2030 Agenda. This projection would allow the project’s impact to be expanded toward a more equitable, digitally inclusive, and pedagogically innovative education. One limitation of the study was the absence of rigorous quantitative monitoring of the learning achieved. However, incorporating pre- and post-intervention assessment tools that allow for objective validation of the effectiveness of the gamified resource is proposed as a future line of action.