Using gamification to re-engage students in Mathematics after online learning disruptions in the South African education system

The modification to online learning during recent disruptions has notably affected student engagement in mathematics. This paper investigated gamification as a creative approach to rekindle interest in mathematical concepts and problem-solving skills in five secondary schools in the OR Tambo Coastal District of the Eastern Cape, South Africa.Through case studies and qualitative measures, the researcher illustrated how incorporating game elements into mathematics curricula creates a more interactive and engaging learning experience. The results suggest that gamification improves comprehension and retention of mathematical concepts by students while fostering a positive attitude towards learning. This study is grounded in Self-determination Theory, which posits that individuals are intrinsically motivated when three basic psychological needs are met: autonomy, competence, and relatedness. Using a qualitative research approach, the researchers engaged mathematics educators and Grade 10 learners to show the pedagogical, infrastructural, and socio-economic obstacles that hinder digital mathematics teaching and learning. Findings revealed that inequities in technology, limited digital skills, and the lack of interactive teaching methods significantly obstruct teaching effectiveness. Additionally, the ability of educators to adapt to digital platforms emerged as a crucial factor for instructional success, heavily reliant on institutional backing and professional development. The study highlights the urgent need for a comprehensive intervention that includes improved digital infrastructure, focused teacher training, and strong policy frameworks to address inequalities in online mathematics education. These findings contribute to the larger conversation on digital education equity and offer insights for sustainable e-learning strategies in the evolving post-pandemic educational landscape.