Sustainable and Pedagogical Technologies
Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool
Rigzin Rigzin 1 2 3 *
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1 Khangrab Primary School, Bhutan
2 Ministry of Education and Skills Development, Bhutan
3 Royal University of Bhutan, Bhutan
* Corresponding Author
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ARTICLE INFO

Sustainable and Pedagogical Technologies, 2026 - Volume 2 Issue 1, Article No: e42170
https://doi.org/10.33902/SPT.202642170

Article Type: Research Article

Published Online: 21 Mar 2026

Views: 458 | Downloads: 60

ABSTRACT
A mixed-methods research design was employed, integrating quantitative and qualitative approaches. The participants comprised eleven grade two students (six boys and five girls). Quantitative data were collected using a one-group pretest–posttest achievement test, while qualitative data were gathered through semi-structured interviews and a perception survey focusing on three themes: fun and enjoyment, learning and understanding, and user-friendly. The intervention was implemented over four weeks using Nearpod as a gamification tool. Data were analyzed using descriptive statistics, a paired-sample t-test, and thematic analysis. The quantitative findings revealed a statistically significant improvement in students’ mathematics achievement following the intervention. The posttest mean score was significantly higher than the pretest mean score, with a statistically significant difference and a very large effect size, indicating the strong effectiveness of Nearpod as a gamification tool. Survey results showed high to highest levels of positive perception across all dimensions, demonstrating that students found Nearpod enjoyable, effective for learning, and easy to use. Qualitative findings further supported these results, highlighting three major themes: increased interest and enjoyment, enhanced learning satisfaction, and improved self-confidence in mathematics. Overall, the study concludes that integrating Nearpod as a gamification tool significantly enhances grade two students’ mathematics achievement. The findings suggest that gamified digital platforms like Nearpod offer a powerful and practical pedagogical approach for improving mathematics learning. The study recommends broader integration of gamification and ICT tools in classroom instruction and further research with larger samples and extended intervention periods to strengthen generalizability.
KEYWORDS
gamification tool learning achievement mathematics mixed method Nearpod
In-text citation: (Rigzin, 2026)
Reference: Rigzin, R. (2026). Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool. Sustainable and Pedagogical Technologies, 2(1), e42170. https://doi.org/10.33902/SPT.202642170
In-text citation: (1), (2), (3), etc.
Reference: Rigzin R. Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool. Sustainable and Pedagogical Technologies. 2026;2(1), e42170. https://doi.org/10.33902/SPT.202642170
In-text citation: (1), (2), (3), etc.
Reference: Rigzin R. Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool. Sustainable and Pedagogical Technologies. 2026;2(1):e42170. https://doi.org/10.33902/SPT.202642170
In-text citation: (Rigzin, 2026)
Reference: Rigzin, Rigzin. "Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool". Sustainable and Pedagogical Technologies 2026 2 no. 1 (2026): e42170. https://doi.org/10.33902/SPT.202642170
In-text citation: (Rigzin, 2026)
Reference: Rigzin, R. (2026). Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool. Sustainable and Pedagogical Technologies, 2(1), e42170. https://doi.org/10.33902/SPT.202642170
In-text citation: (Rigzin, 2026)
Reference: Rigzin, Rigzin "Enhancing grade two students' mathematics achievement through the use of Nearpod as a gamification tool". Sustainable and Pedagogical Technologies, vol. 2, no. 1, 2026, e42170. https://doi.org/10.33902/SPT.202642170
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