Gamifying mathematics: investigating the relationship between self-efficacy and affective engagement via minecraft education edition

This study explored the relationship between secondary student's self-efficacy and affective engagement in mathematics with the use of Minecraft Education Edition as a tool for gamification. Under the theoretical framework of Bandura's Social Cognitive Theory, the study was conducted to measure the self-efficacy and affective engagement along with the relationship between the two. A mixed-methods approach with 94 Form Four students was conducted which included interviews and a survey with seven items on self-efficacy and six items on affective engagement (high reliability, 4-point Likert scale). The findings indicated that both affective involvement (Mean=3.25, Standard Deviation=0.43) and self-efficacy (Mean=3.19, Standard Deviation=0.40) were at relatively high levels. However, there was no statistically significant relationship reported between these two variables (r=0.160, p=0.124). This implies that although, self-confidence and engagement may be positively related through Minecraft Education Edition at the individual level, the linear relationship between them in this case needs to be examined. The study highlights gamification's potential in mathematics education.