Modeling the Relationships Among Platform Usage, Gamified Engagement, and Math Achievement

Abstract

This study examines the impact of gamified learning by analyzing how students’ use of the Taiwan Adaptive Learning Platform (TALP) and their engagement in the integrated gamified system, TALP Hero Rising, relate to mathematics achievement. System usage records were collected from 2,190 students in grades 4 to 6 across 20 cities in Taiwan between July and December 2024. Results indicated that greater use of TALP was positively associated with higher engagement in the gamified environment and directly related to improved mathematics achievement. Mediation analysis further indicated that engagement in TALP Hero Rising partially mediated the relationship between TALP usage and students’ mathematics achievement.