A meta-analysis of the implementation of the gamification approach of the last decade.

Recently, primary studies on the effect of the gamification approach (GA) have been widely studied with mixed results. However, a review study to summarize the evidence on the effects of this approach has not been carried out. Therefore this meta-analysis study aims to summarize the evidence on the overall effect of GA on students' mathematical abilities. The analyzed studies were identified from various databases such as ERIC, Scopus database, and Google Scholar. From the identification results obtained 114 related studies that have been published between 2011 and 2021. From the results of screening using the PRISMA protocol, 14 independent samples met the eligibility criteria for analysis. In this study, we used the Comprehensive Meta-Analysis (CMA) as a program to assist the calculations, and the estimation method used the random-effects model. The results of the analysis found an index of 0.98 as a measure of the overall effect of the study. This index reveals that the application of GA has a great influence on students' mathematical abilities. The results of the analysis of the identified moderator variables reveal that various mediator variables mediate the implementation of GA. The implications of the study are discussed so as to contribute to researchers and educators who use GA in the future. [ABSTRACT FROM AUTHOR]