Determining the Effects of Mathematics Teaching With the Gamified Intelligent Tutoring System

Abstract

Gamified Adaptive Intelligent Tutoring Systems (GAITS) can have numerous motivational elements. However, determining the effects of these elements and using them appropriately is extremely important. This study examined the effects of the elements of the GAITS called ArtiBos on students' motivation to solve problems in mathematics education. The research was conducted using mixed research method, with 66 students in the two ninth grades of an Anatolian High School equally divided into experimental and control groups and six mathematics teachers working in the same school. Findings showed that ArtiBos positively affected students' course engagement and problem-solving motivation. ArtiBos has increased students' engagement and participation in the course. It has also enhanced their self-efficacy and reduced exam anxiety. The interview results indicate that gamification elements such as badges and points have facilitated the learning process and reduced students' boredom. In addition, the system's instant feedback feature has enhanced student motivation and satisfaction. However, no significant difference was found between intrinsic and extrinsic motivation.