STUDENT MOTIVATION AND ENGAGEMENT IN MATHEMATICS LESSONS USING INTERACTIVE DIGITAL TOOLS

Abstract

This study examines the expression of students’ motivation and engagement in primary mathematics education through the use of interactive digital tools. The relevance of the topic is highlighted by the increasing integration of digital technologies into the educational process, aiming to enhance students’ active participation, deepen understanding of mathematical concepts, and develop essential competencies that form the foundation for further learning. Mathematics in primary education plays a crucial role in developing conceptual understanding, procedural fluency, strategic problem-solving skills, logical and spatial reasoning, the ability to communicate mathematical ideas, and collaboration with peers. Additionally, fostering a positive attitude toward mathematics is particularly important, allowing students to perceive the subject's relevance and applicability in everyday life. Digital tools such as GeoGebra, Matific, ClassWise, augmented reality (AR), virtual reality (VR), and the EDUKA platform support these objectives by promoting student motivation, engagement, and academic achievement (Bertrand et al., 2024; Radović et al., 2018; Gulbinas & Arkušauskaitė, 2015).

The research problem is based on the observation that although interactive digital tools are increasingly used in mathematics lessons, empirical data on their impact on student motivation and engagement are limited. Student behavior, activity levels, and collaboration depend on lesson structure, pedagogical methods, classroom microclimate, and the nature of the tools used, necessitating analysis in authentic educational contexts (Mula et al., 2025; Radišić & Baucal, 2024).

The study aimed to analyze students’ motivation and engagement during mathematics lessons employing interactive digital tools. Research tasks included reviewing scientific literature, outlining the advantages and challenges of integrating digital tools, and analyzing observational data to identify forms of behavioral and emotional motivation. The study employed a qualitative research methodology, using structured observation to systematically record students’ engagement and motivation in lessons incorporating GeoGebra, Matific, ClassWise, AR/VR, and EDUKA. Data were analyzed using qualitative content analysis to identify key themes and interpret findings (Kardelis, 2016). The observation protocol focused on three domains: student behavior, emotional expression, and teacher activity. Approximately 40 students and four teachers from two Lithuanian primary schools participated in eight mathematics lessons, allowing for a diverse dataset reflecting different educational contexts.

Results revealed that student engagement and motivation are closely linked to the type of interactive tool, the incorporation of gamified elements, and the structure of lesson activities. Lessons using Matific, GeoGebra, or ClassWise promoted higher attention, active participation, collaboration, and emotional involvement. Gamification features, such as point collection and visual performance indicators, enhanced extrinsic motivation, while Matific’s star ratings supported intrinsic motivation, encouraging students to achieve understanding beyond task completion (Noverianto & Munahefi, 2023). Less interactive tools, such as EDUKA modules without gamified features, elicited lower engagement and mechanical task completion.

AR and VR applications stimulated curiosity, spatial reasoning, and visual understanding, although technical difficulties occasionally reduced motivation temporarily. Nevertheless, students’ overall responses to AR/VR experiences were positive, demonstrating interest and willingness to repeat activities (Bulut & Borromeo Ferri, 2023; Cao, 2023). The findings also indicated that long-term motivation depends on pedagogical context—consistent teacher support, structured lessons, clear objectives, and high interactivity levels reinforce not only short-term engagement but also sustained interest in mathematics.

The study highlighted that technical challenges, including equipment availability, system failures, and platform licensing, can temporarily hinder motivation. Pedagogical preparedness is critical, as even advanced technologies do not yield results without structured lesson planning, gamification, and teacher guidance. Digital tools are most effective when combined with a positive classroom climate, social context, and diverse pedagogical strategies.

In conclusion, interactive digital tools significantly enhance students’ motivation, engagement, collaboration, and ability to visualize complex mathematical phenomena. Their effectiveness, however, depends on teacher preparation, technological competence, classroom microclimate, and proper structuring of activities. Integrating interactive, gamified digital resources with social and pedagogical support provides conditions for meaningful, effective, and sustained learning in primary mathematics. The study emphasizes that successful digital tool implementation can maintain intrinsic motivation, foster ongoing learning enthusiasm, and improve academic outcomes, while also providing teachers with flexibility to differentiate tasks according to individual student abilities.