Harry Potter-Inspired Gamification in Learning Calculus

Abstract

This study utilized an embedded experimental mixed-methods design to investigate the use of a Harry Potter-inspired gamification strategy in a mathematics classroom. The research was conducted at a public higher institution in the Philippines, involving pre-service mathematics teachers taking Calculus 2 alongside other math subjects. Quantitative data was collected through a 15-item test questionnaire (α=0.809), demonstrating a significant difference (p = <0.001) between the student performance after the implementation of the gamification strategy. The thematic analysis using Collaizzi’s method supported the effectiveness of the approach in improving student understanding and attitudes towards mathematics. Findings indicated that the Harry Potter-inspired gamification strategy effectively enhanced student motivation to study and engagement in Calculus. The immersive nature of the approach made the learning process enjoyable, fostering a deeper understanding and retention of mathematical principles. The incorporation of a house system, inspired by the Harry Potter series, promoted teamwork and collaboration among students. However, potential challenges were identified, including unequal participation, potential distraction, and time-consuming problem-solving activities. These drawbacks need to be addressed through carefully designed activities, inclusivity, and a balanced use of gamified elements. Based on the positive results observed, the researchers recommended the implementation of the Harry Potter-inspired gamification strategy in mathematics classrooms. The strategy enhanced student motivation, active participation, and understanding of mathematical concepts, however, teachers should design activities that ensure inclusivity and active engagement for all students while balancing challenges and providing clear instructions and feedback.