Investigating the Effectiveness of Gamification Teaching Method on Self-directed Learning in Mathematics among High School Students of Herat City

Abstract

Math education faces an ongoing challenge - many students struggle with fundamental concepts and lack the confidence to direct their own learning. Traditional teacher-centered approaches often leave learners dependent on instructors, hesitant to tackle difficult problems. Yet fostering independent, curious students who take ownership of their math education remains a critical goal. This study explored how gamification - using game elements in teaching - could help high school students develop self-directed math skills like planning, self-monitoring, and problem-solving. The study conducted on 194 tenth-grade high school students of Herat City, dividing them into experimental (gamification) and control (traditional teaching) groups. Over eight lessons, the experimental group learned challenging math concepts through gamified activities, while the control group received conventional instruction. Using a validated self-assessment questionnaire (α = 0.89 overall), we measured four key skills: motivation, planning, self-monitoring, and communication. The results of the data analysis showed that teaching by gamification has an effect on promoting the independence and responsibility of students' learning in mathematics and on the three components of self-directed learning in mathematics. In other words, teaching by gamification had a positive effect on students' self-directed learning by creating a feeling of need to learn and accepting their role and responsibility in it. The study showed that teaching by gamification had a positive effect on the students’ mathematical performance by increasing the level of interactive learning and creating independence in students. Teachers, authors of textbooks, planners, and educational experts can benefit from the results of this research to improve and modify educational methods.