Individual versus Collaborative Learning: Impact of Gamification on Achievement and Student Engagement

Abstract

Contemporary approaches to mathematics instruction emphasize the role of collaborative learning in improving student achievement. While gamification has been widely studied, research on its effects in collaborative settings remains limited, and the effectiveness of different learning environments is still unclear. This study examines the impact of individual and collaborative gamified learning environments on students' mathematics achievement and classroom engagement. Using a quasi-experimental design, 90 middle school students were divided into three groups: an individual gamification group, a collaborative gamification group, and a control group using a non-gamified method. Both gamified groups incorporated game elements like points, badges, and progress tracking to enhance motivation. The findings indicate that gamification improves academic performance in mathematics, though no significant differences were found between the individual and collaborative groups. However, classroom engagement was significantly higher in the individually gamified setting. These results suggest that while gamification enhances learning, its impact on engagement depends on the learning structure. The study concludes by discussing educational implications and future research directions.