Gamification in the U.S. Mathematics Classrooms: International Teachers’ Perceived Impact on Student Engagement and Motivation

This study examines how international teachers working in secondary school mathematics classrooms in the United States (U.S.) perceive the impact of gamification on student engagement and motivation. Despite the increasing utilisation of gamification in mathematics instruction, there is a paucity of knowledge regarding how teachers trained outside the U.S. interpret its instructional value. A qualitative research design was employed, employing semi-structured interviews with four international mathematics teachers teaching across different U.S. states. The interview data were analysed thematically to identify patterns associated with student engagement and motivation. The findings indicate that teachers perceive gamification as fostering student participation, sustained attention, effort, and a willingness to engage with mathematics tasks. Teachers also reported heightened student interest, confidence, and persistence, while emphasising that these outcomes are contingent upon the design and management of gamified activities. Guided by Gamified Learning Theory, the study elucidates how game elements influence engagement and motivation by shaping learning behaviours rather than serving merely as rewards. The study concludes that international teachers regard gamification as a meaningful instructional approach when aligned with learning objectives and classroom needs. The findings highlight the importance of professional development focused on effective gamified task design and suggest that future research should further investigate international teachers’ perspectives using larger samples and additional data sources. By foregrounding the voices of international teachers in U.S. mathematics classrooms, this study contributes to an underexplored area of the gamification literature.