GAMIFICATION AND GAME-BASED LEARNING IN MATHEMATICS EDUCATION FOR ADVANCING SDG 4: A SYSTEMATIC REVIEW AND QUALITATIVE SYNTHESIS OF CONTEMPORARY RESEARCH LITERATURE

Abstract

Objectives: This study investigates how gamification and game-based learning (GBL) contribute to advancing Sustainable Development Goal 4 (SDG 4) by fostering inclusive, equitable, and high-quality education in mathematics. Theoretical Framework: The research draws on constructivist theories, Self-Determination Theory, and Flow Theory to understand the mechanisms through which educational games enhance learning outcomes. Method: A systematic qualitative synthesis was conducted, analyzing studies published between 2010 and 2023 across databases like ERIC, PsycINFO, and Scopus. Key themes were identified through thematic coding, supported by the CASP qualitative checklist for rigor. Results and Discussion: Findings indicate that gamification improves student engagement, motivation, and achievement. Gamification elements such as points and badges significantly enhance learning experiences. Emerging technologies like VR and AI further amplify the effectiveness of game-based approaches. However, challenges remain in addressing equity in technology access and aligning games with curricula. Research Implications: This review underscores the potential of gamification to support SDG 4 by promoting lifelong learning skills, reducing educational disparities, and fostering inclusivity. Teacher training and policy reforms are critical to scale these approaches effectively. Originality/Value: This research synthesizes contemporary findings to highlight the transformative role of gamification in mathematics education, emphasizing its alignment with the global agenda for sustainable and equitable education. © 2025, Editora Alumni In. All rights reserved