Gamification Psychology in Education: A Procedure for Teaching and Learning Numeracy based on Lexical and Trajectory Image (Image Representation) Method

Abstract

This research explores the application of gamification in teaching and learning numeracy, incorporating the lexical method and Trajectory Image. With the introduction of the "BaseMath" application, which integrates gamified elements into basic mathematical operations, the study aims to combat student disengagement, especially in the context of post COVID-19 online learning. By drawing on principles from gamification psychology, BaseMath aims to create an enjoyable learning environment that enhances students' learning outcomes through the use of rewards, competition, and immediate feedback. Moreover, BaseMath encourages flexible and active participation, both within and beyond the traditional classroom setting. The study employs the "numeracy understanding" model to assess pupils' numeracy levels through four key stages: decoding, meaning-making, using, and analysis. Recognizing the pivotal role of numeracy in mathematics and everyday applications, the research emphasizes the significance of mastering numeracy at an early stage as it significantly influences academic excellence and real-life problem-solving skills. Furthermore, this research contributes to a deeper understanding of the psychological impact of gamification in numeracy education. By shedding light on the interplay between gamification elements and learners' cognitive processes, emotions, and motivation, the study informs the development of engaging educational strategies that effectively motivate learners. The insights gained from this research hold the potential to enhance the design and implementation of future gamified approaches in numeracy education, ultimately fostering a more enjoyable and effective learning experience for students.

Keywords: Trajectory Image, BaseMath, Numeracy, Trajectory Image (Image Representator), de- coding.