The Effects of Gamified Teaching on Learning Motivation and Problem-Solving Ability: Evidence from Chinese University Mathematics Classrooms

Abstract

This study examined the effects of gamified teaching on learning motivation and problem-solving ability among Chinese university students in a mathematics course. Using a quasi-experimental design, 360 undergraduates were assigned to either a gamified instructional condition or a traditional lecture-based condition over a four-week period. Learning motivation and problem-solving ability were measured using validated instruments, with learning ability and learning styles examined as moderating variables. ANCOVA results indicated that students exposed to gamified teaching demonstrated significantly higher post-intervention motivation and stronger problem-solving performance than those receiving traditional instruction. Moderation analyses revealed that learners with lower prior ability benefited disproportionately from gamified instruction, showing larger gains in both motivational and cognitive outcomes. Additionally, visual and kinesthetic learners exhibited stronger responsiveness to gamified activities. These findings provide empirical evidence that gamified teaching can enhance both motivation and higher-order cognitive skills in higher education, particularly for students who struggle in conventional instructional settings.