2nd International Conference on Science, Mathematics, Entrepreneurship and Technology Education, Bursa, Turkey, 19 - 22 November 2020, pp.371
Differentiated instruction is a way of teaching approaches which is applied to content, process,
product or learning environment according to students’ readiness, interests and learner profiles.
Enrichment which is one of the differentiation strategies can be defined as the student’s work on any
subject or area by deeply. While the use of game elements positively affects students 'academic
achievement, attitude and motivation, the aim of this study is to examine the effect of mathematics
activities enrıchment with game elements which are choose according to the students’ learner profiles
on mathematics achievement, attitudes and motivation towards mathematics. There were total 24
students from 6th grades, 12 students in experimental and 24 students in control group. Since there
was no random assignment, the level determination test was applied to both groups before the
implementation to ensure that the academic levels of the groups were equal. Mathematics academic
achievement, attitude and motivation tests were applied as pre-test in experimental and control groups.
Additionally, in the experimental group, learning profiles scales which is developed by researchers in
order to determine students’ player type was used. As a result of these data, game elements were
defined. Mathematics activities enrichment with those game elements was designed and the course had
been taught. As a result of the application, academic success, attitude and motivation tests were
applied as a post-test in the experimental and control groups again. The data obtained were analysed
and reported with non-parametric tests. As a result the effectiveness of mathematics activities enriched
with game elements was examined on students’ academic achievement, attitude and motivation and
the results were in favour of the experimental group according to motivation and attitudes.