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

Thabisa Maqoqa ORCID iD

Issue: Vol. 7 No. 3 2026 Article 3 pp.235 – 255
DOI : https://doi.org/10.38159/jelt.2026733 Published online 13th April 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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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.

Keywords: Gamification, Mathematics Pedagogy, Technological Inequity, Online Instruction, Educational Resilience.

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Dr. Thabisa Maqoqa is a mathematics education scholar, teacher educator, and PGCE Coordinator based in South Africa. She lectures in mathematics education and supervises postgraduate research in curriculum studies, digital pedagogy, and qualitative research methodologies. Her research focuses on sustainable development in mathematics education, artificial intelligence in teaching and learning, coding and robotics in basic education, interdisciplinary approaches in higher education, and technology integration in rural and under-resourced contexts. She has published and presented nationally and internationally on digital transformation in mathematics education, blended learning, and innovative pedagogical strategies aimed at improving learner engagement and academic performance. She is particularly interested in leveraging emerging technologies to enhance equitable access to quality mathematics education in the Fourth Industrial Revolution era.

Maqoqa, Thabisa. “Using gamification to re-engage students in Mathematics After online learning disruptions in the South African education system.” Journal of Education and Learning Technology 7, no.3 (2026): 235 – 255. https://doi.org/10.38159/jelt.2026733

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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