Interactive Tarsia Puzzle for Enhancing Mathematics Engagement in Secondary Education

This study examines the design and development of an interactive Tarsia puzzle game, aiming to increase interest in mathematics among secondary school students. The game aimed to minimize math anxiety, increase motivation, and encourage positive learning by incorporating problem-solving exercises into the gamification mechanics of a puzzle. As many as 30 Form 4 students participated in classroom trials, measuring engagement using the User Engagement Scale–Short Form (UES-SF). The findings showed high scores in the topics of aesthetic appeal, reward factor and perceived usability, suggesting the effectiveness of using gaming features like feedback, scoring, and visualization in a learning environment. This research contributes to the adaptation of the digital Tarsia puzzle game, demonstrating its scalability and replicability within learning environments, thereby bridging the gap between traditional learning and interactive learning. Furthermore, the results indicate that digital puzzle-based learning can be an addition to current teaching methods while fostering inclusivity, accessibility, and student engagement in mathematics. The study employed a four‑phase process (design, development, implementation, and evaluation) and was conducted with 30 Form 4 students in a classroom setting. Engagement was assessed using the UES‑SF and showed high perceived usability (4.1), concentration (4.2), and aesthetic appeal (4.3), with reward mechanics reinforcing persistence. Compared with traditional approaches, the digital Tarsia puzzle reduced anxiety, encouraged collaboration, and supported on‑task behavior. These results suggest that embedding timers, scoring, and immediate feedback can sustain attention and improve learning experiences. Future work will explore adaptive difficulty to support diverse learners and examine longer‑term academic outcomes across additional mathematics topics.