The Effect of Gamification-Based Mathematics Instruction on Executive Functions and Digit Span among Secondary School students
Volume 8, Issue 31, September 2025, Pages 17-36
https://doi.org/10.22034/iepa.2026.567067.1570
Samira Abdolhoseinzadeh Buloyerdy, Mohammad Ali Fariborzi Araghi, Farideh Hamidi
Abstract Objective: The present study aimed to examine the effectiveness of gamification-based instruction on the executive functions of secondary school students. Method: A semi-experimental design with pretest–posttest and control groups was employed. The study involved 30 twelfth-grade mathematics students from two randomly selected schools in District 3 of Tehran. The experimental group received gamification-based mathematics instruction once a week for ten 70-minute sessions, while the control group received no intervention. Executive functions were measured using the Executive Functions Questionnaire, the Digit Span subscale of the Wechsler Adult Intelligence Scale, and the Cattell Intelligence Test to control for intelligence differences. Results: The findings indicated that gamification-based instruction significantly improved students’ executive functions and memory span (P ≤ 0.05). The experimental group outperformed the control group in inhibition, shifting attention, emotional control, task initiation, working memory, planning, organization, monitoring, and both forward and backward digit span. Conclusions: Gamification-based mathematics instruction can effectively enhance executive functioning and memory in secondary school students, highlighting its potential as a practical educational intervention for improving cognitive skills.