Gamifying Arabic Mathematics Education: The Impact of Digital Learning on Student Performance and Motivation

Gamification has emerged as a powerful educational tool, offering innovative ways to engage students and enhance learning outcomes. This study investigates the impact of gamifi-cation on seventh-grade students learning mathematics in Arabic, addressing a gap in research on its effectiveness in Arabic K-12 mathematics education. Using a between-subjects design with two groups, this study examined academic performance and motivation via a digital learning system. The system included three activities: a video tutorial, a messaging app simulation, and a treasure hunt game, each incorporating different gamification elements. Academic performance was measured through pre-and post-tests and an end-of-unit quiz, while motivation was assessed using the Instructional Materials Motivation Survey (IMMS). Results showed significant improvement in academic performance in the digital learning group compared to traditional methods, as measured by post-pre test scores <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$(\mathrm{M}_{\text{diff}}= 17.4\%, \mathrm{p} &lt;. 001)$</tex>. However, the end-of-unit quiz showed no significant difference between the two groups. Additionally, students re-ported higher motivation scores for the messaging app simulation and treasure hunt game versus the video tutorial across all components of the IMMS. The study also observed increased peer learning and engagement, although initial unfamiliarity with the digital approach led to challenges that were overcome in subsequent classes during the study. These findings contribute to understanding the potential of gamification in Arabic mathe-matics education, highlighting promising outcomes in academic performance, motivation, and engagement.