Exploration of Factors Influencing Student Engagement and Motivation in Animation-Based Math Learning

Low student engagement, motivation, and learning outcomes in mathematics learning are challenges for educators in creating an effective learning environment. This study aims to determine the level of student engagement, motivation, and learning outcomes in animation-based mathematics learning. This study uses meta-analysis, which examines a number of research results on similar problems that are taken purposively based on their suitability to the research theme. The data used are 97 articles in the last 10 years. Data collected from the Google Scholar, DOAJ, and Scopus indexing databases. The eligibility criteria are the requirements for research results to include the number of students (N), t-test values, F-test values, r-test values, and classical values. Then analyzed using meta-analysis through effect size and standard error values to see the summary effect size in the random effect model. The results of this study show that animation has become the center of attention of educators who want to use it as an effective learning medium. They are interested in exploring the potential of animation in increasing student motivation and engagement in the learning process by utilizing sophisticated technology and design, animation can bring learning to a more interesting level, stimulate imagination, and provide a deeper learning experience. However, students often face challenges in maintaining their motivation to learn, especially in complex learning environments. Therefore, teachers and educational developers can utilize animation as a strategy to improve the quality of mathematics learning in the classroom.