Digital Twin for Math Education: A Study on the Utilization of Games and Gamification for University Mathematics Education
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Gamification has emerged as a promising strategy for engaging students and enhancing learning outcomes across various disciplines, including education. It involves incorporating game-like elements into non-game contexts to motivate and engage users. Extensive research has demonstrated the positive impact of gamification on student engagement, motivation, and learning outcomes in diverse subjects, including mathematics. Nevertheless, there is a paucity of research on the effectiveness of gamification in mathematics education. To bridge this gap, we investigated the effects of gamification in college mathematics education, with a specific emphasis on students from liberal arts backgrounds who may lack foundational mathematical knowledge. In this work, we designed and implemented a gamified mathematics course tailored for liberal arts students in a Korean university. Leveraging digital twin technology for game and gamification, we created an immersive learning environment that allows students to visualize mathematical concepts through games, pair gamification factors on physical and virtual worlds, and engage in interactive problem-solving activities. The effectiveness of this gamified course in improving students’ engagement, motivation, and learning outcomes was thoroughly evaluated. Digital twin technology, in conjunction with gamification, holds immense potential to revolutionize the way mathematics is taught and learned, making it more accessible, interactive, and engaging for students from diverse educational backgrounds.
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Overall, the majority of the 45 studies reported positive effects of gamification on motivation and engagement in mathematics; only four studies reported negative effects, relating to intrinsic/extrinsic motivation or engagement.
“Overall, the majority of the 45 studies included in this review reported positive effects of gamification on motivation and engagement in mathematics.Only four studies reported negative effects, relating to intrinsic/extrinsic motivation (Reyssier et al., 2022;Vandercruysse et al., 2015) or engagement (Lee et al., 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al., 2023
Lee et al. report in the Conclusions that the increase in interest in mathematics was minimal and that the course was less effective for lower-level students. The results also describe low interest in gamification-only modules, but do not establish a negative effect on engagement; game-based modules generally drew higher interest. The count of four studies is the citing review’s own finding, not a finding attributed specifically to Lee et al. (LLM, conf=0.82)
Experimental — accuracy not yet measuredAlthough engagement was assessed less frequently, findings were generally positive: higher engagement levels, active participation, strong cognitive and emotional engagement, and greater intentions to engage when motivated; however, lower engagement was reported among low-performing students, and one study found no significant differences between gamified and traditional groups.
“Although engagement was assessed less frequently, findings were generally positive.Higher engagement levels were observed following gamification (Boom-Cárcamo et al., 2024), including active participation in tasks (Feroz et al., 2020) and strong cognitive and emotional engagement (Santos-Guevara et al., 2024).Students also reported greater intentions to engage when they felt motivated (Aljamaan et”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al., 2023
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredSome studies found that difficult-to-obtain badges or persistent low leaderboard rankings reduced engagement (Lee et al., 2023).
“Some studies found that difficult-to-obtain badges or persistent low leaderboard rankings reduced engagement (Lee et al., 2023)”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al., 2023
In the 'Division Question' section (page unavailable), the paper says students who earn badges only occasionally or cannot distinguish themselves sometimes drop the course in weeks 5 or 6. This supports a connection between limited badge success and reduced engagement, but it does not specifically say that badges were difficult to obtain or that persistently low leaderboard rankings reduced engagement. (LLM, conf=0.83)
Experimental — accuracy not yet measuredLee et al. (2023) reported reduced engagement among lower-performing students exposed to competitive or performance-oriented mechanics.
“while Lee et al. (2023) reported reduced engagement among lower-performing students exposed to competitive or performance-oriented mechanics.”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al. (2023)
The Conclusions (page not available) say high-achieving students were better motivated by gamification, especially badges and leaderboards, and suggest that lower-achieving students need a more complex motivational mechanism. They do not report that competitive mechanics reduced lower-performing students’ engagement; that turns a comparison in motivation into a decline attributed to those mechanics. (LLM, conf=0.86)
Experimental — accuracy not yet measuredEngagement was assessed far less frequently; only eight studies measured this construct, using either a unidimensional approach or specific subdimensions.
“Engagement was assessed far less frequently.Only eight studies measured this construct, using either a unidimensional approach (Boom-Cárcamo et al., 2024;Chen et al., 2018;Lee et al., 2023;Wang et al., 2024) or specific subdimensions such as study-skills and interaction engagement (Feroz et al., 2020;Pimentel et al., 2022), cognitive and emotional engagement (Santos-Guevara et al., 2024), or”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al., 2023
Cooperative mechanics appear beneficial, as they foster relatedness while balancing competition.
“Similarly, cooperative mechanics appear beneficial, as they foster relatedness while balancing competition (García-López et al., 2023;Lee et al., 2023;Reyssier et al., 2022;Vandercruysse et al., 2015).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al., 2023
The Literature Review (page unavailable) says satisfying relatedness can increase motivation, but does not say cooperative mechanics foster relatedness or balance competition. The reported results (Question Average Standard Deviation section, page unavailable) discuss interest in game-based modules and ratings of missions and leaderboards, not the claimed effect of cooperation. Searches for relatedness, collaboration, and competition found no passage establishing the attributed claim. (LLM, conf=0.72)
Experimental — accuracy not yet measuredTimer/time pressure can be experienced as challenging/competence by learners with high initial amotivation and extrinsic motivation students.
“| Timer/Time Pressure | Learners with high | Learners high in intrinsic | Lee et al. (2023); |”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al. (2023)
The Literature Review discusses competence as a general motivational need, and the Conclusions compare outcomes by students’ interest levels, but neither links timer or time pressure to a sense of challenge or competence. Searches for timer, time pressure, amotivation, and extrinsic motivation found no passage addressing the claimed learner groups or their response to time pressure. (LLM, conf=0.76)
Experimental — accuracy not yet measuredTimer/time pressure can be demotivating to learners high in intrinsic motivation, possibly increasing anxiety or undermining autonomy.
“| | initial amotivation; | motivation (may increase | Reyssier et al. |”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Lee et al. (2023)
The Literature Review discusses autonomy as a factor in motivation, and the Conclusions discuss how students with different motivation levels respond to gamification. Neither section addresses whether timers or time pressure demotivate highly intrinsically motivated learners, increase anxiety, or undermine autonomy (searched: timer, time pressure, anxiety, autonomy). (LLM, conf=0.74)
Experimental — accuracy not yet measured
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Bobokhonova, S. (2026) · Academicia Globe: Inderscience Research · doi:10.47134/academicia.v6i3.34
Innovations in mathematics learning media integrating culture games and immersive technology
Rohmah, S. N., Waluya, S. B., Suyitno, H., & Wardono (2026) · Multidisciplinary Reviews · doi:10.31893/multirev.2026543
Angel, D. (2026) · Learning Environments Research · doi:10.1007/s10984-026-09602-2
Lago, M., de Oliveira, D., & Dantas, R. R. (2026) · Journal on Interactive Systems · doi:10.5753/jis.2026.7394
Digital Twins in STEM Education: A Systematic Review
Pelayo‐González, G., Iñiguez-Carrillo, A. L., Gaytan-Lugo, L. S., & Arellano, R. M. (2026) · Computer Applications in Engineering Education · doi:10.1002/cae.70280
- Authors
- Lee, J. Y., Pyon, C. U., & Woo, J.
- Affiliations
- Soonchunhyang University (KR)
- Khalifa University of Science and Technology (AE)
- Corresponding author
- Woo, Jiyoung
- Venue
- Electronics
- Publisher
- MDPI AG
- Published
- 2023-07-25
- Volume
- 12
- Issue
- 15
- Pages
- 3207
- ISSN
- 2079-9292 (ISSN-L)
- OpenAlex
- W4385259356
- Cited by
- 50
- References
- 33
- Citations by year
- 2026: 12 · 2025: 20 · 2024: 15 · 2023: 3
- FWCI
- 24.32
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Electronics (publishedVersion, cc-by)
- Funders
- Soonchunhyang University Research Fund (20160846)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- gamification, digital twin, university mathematics education, liberal arts students, student engagement, student motivation, immersive learning environments, visualization of mathematical concepts, interactive problem solving
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