게이미피케이션 요소를 활용한 수업이 수학 학습 미성취 학생의 수학적 태도와 수학 학업 성취도에 미치는 영향 = The Effects of Gamification-Based Instruction on the Mathematical Attitudes and Achievement of Underachieving Students in Mathematics

다국어 초록 (Multilingual Abstract)

This study designed a gamification-based instructional program aligned with the content on basic properties of geometric figures and on congruence and similarity presented in the Grade 1 and Grade 2 middle school mathematics curriculum. The purpose of this study was to examine the effects of this instruction on the mathematical attitudes and academic achievement of students who are underachieving in mathematics. The experimental group received instruction incorporating gamification elements such as missions, onboarding, leaderboards, points, badges, and social interaction, whereas the comparison group was taught through traditional lecture-based instruction.
The results indicated that the group exposed to gamification-based instruction exhibited positive changes in both mathematical attitudes and mathematics achievement. Although no meaningful changes were observed in the domains of flexibility, perseverance, curiosity, and values, notable improvements were found in students’ confidence and reflective thinking. Gamification also had a beneficial impact on mathematics achievement. In other words, the use of gamification led to improved confidence and other positive shifts in mathematical attitudes among underachieving students, while also enhancing their academic performance in mathematics.
This study confirms that instruction incorporating gamification elements can serve as an effective tool for supporting the learning recovery of students underachieving in mathematics. In particular, the gamified lessons successfully encouraged active participation among students who tend to disengage from mathematics classes due to repeated failure and insufficient prior knowledge. These findings suggest that gamification-based instructional strategies may provide useful guidance for designing future mathematics lessons and activity-based learning programs for underachieving students.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 연구의 제한점 4
• 4. 기대 효과 5
• Ⅱ. 이론적 배경 6
• 1. 수학 학습 미성취 학생 6
• 2. 게이미피케이션(Gamification) 9
• 3. 수학적 태도 14
• Ⅲ. 연구 방법 18
• 1. 연구 대상 18
• 2. 연구 방법론 18
• 3. 연구 도구 19
• 4. 게임 설계 21
• 5. 수업 설계 31
• 6. 자료 분석 36
• Ⅳ. 연구 결과 및 분석 38
• 1. 수학적 태도에 미치는 영향 분석 38
• 2. 수학 학업 성취도에 미치는 영향 분석 46
• Ⅴ. 결론 및 제언 48
• 참고문헌 52
• 부록1 수학적 태도 검사지 57
• 부록2 사전 수학 학업 성취도 검사지 59
• 부록3 사후 수학 학업 성취도 검사지 61
• 부록4 2차시 교수학습 과정안 63
• 부록5 3차시 교수학습 과정안 66
• 부록6 4-5차시 교수학습 과정안 69