Changes in Fifth-Grade Students' Mathematics Learning Motivation Before and After Blooket-Based Gamified Learning

This study aims to examine the change in the mathematics learning motivation of fifth-grade students at SD Negeri 101779 Percut before and after Blooket-based gamified learning. In this study, Blooket-based gamified learning refers to geometry lessons in which teacher-made Blooket quizzes were presented on the school's smartboard as a whole-class activity, with points, a leaderboard, and immediate feedback. A one-group pretest–posttest pre-experimental design was used with all 17 fifth-grade students (total sampling). The pretest was administered on 27 April 2026, the intervention lasted four lesson periods (4 × 35 minutes) over three meetings, and the posttest was administered on 4 May 2026. Learning motivation was measured with a 12-item, four-point Likert questionnaire based on the ARCS model (Attention, Relevance, Confidence, Satisfaction). Because the difference scores were normally distributed (Shapiro–Wilk p = .084), the change was tested with a paired-samples t-test and reported with Cohen's dz and 95% confidence intervals. The mean motivation score increased from 40.94 (SD = 4.56) to 42.65 (SD = 3.66), a mean difference of 1.71 points (95% CI [−0.06, 3.48]), but the increase was not statistically significant, t(16) = 2.04, p = .058. The standardized change was moderate but imprecise (dz = 0.50, 95% CI [−0.02, 0.99]). Ten students' scores increased, six decreased slightly, and one did not change. The change in motivation after Blooket-based gamified learning was therefore not statistically significant in this small one-group study; the results are preliminary and should be tested in controlled studies with larger samples.