Trends and Achievements in Learning Technology

Trends and Achievements in Learning Technology

The Impact of AI-Based Wordwall Gamification on Cognitive Presence and Mathematics Anxiety among Fifth-Grade Elementary Students

Document Type : Original Article

Authors
azad allahkarami 1
Khalil Zandi 2
Fatemeh Havas Beigi 3
1 Assistant Professor of Educational Sciences Department of Farhangian University
2 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran. E-mail: kh.zandi@cfu.ac.ir
3 Assistant Professor of Department of Educational Sciences, Farhangian University, Tehran, Iran. E-mail: f.havasbeigi@cfu.ac.ir
10.22034/jlt.2026.2083861.1089
Abstract
The present study was conducted to investigate the role of the game‑based Wordwall platform in reducing mathematics anxiety and enhancing cognitive presence among fifth‑grade elementary students. This applied research employed a quasi‑experimental design using a pretest–posttest control group. The statistical population consisted of all fifth‑grade students at Andisheh‑Sazan‑e Bartar School in Sanandaj during the 2024–2025 academic year. From this population, 40 students were selected through convenience sampling and randomly assigned to an experimental group and a control group (20 students in each group). The experimental group participated in an eight‑session instructional program based on the AI‑based Wordwall protocol, while the control group received traditional instruction. Data collection instruments included the Children’s Mathematics Anxiety Scale (Chiu & Henry, 1990), encompassing dimensions of learning anxiety, problem-solving anxiety, teacher anxiety, and evaluation anxiety, and the Cognitive Presence Questionnaire (Arbaugh et al., 2008), comprising the stages of triggering event, exploration, integration, and resolution or application. The results of the multivariate analysis of covariance (MANCOVA) indicated that the instructional intervention significantly reduced overall mathematics anxiety and enhanced cognitive presence. A detailed analysis of the subcomponents showed that learning anxiety, problem‑solving anxiety, and evaluation anxiety decreased significantly, whereas no significant change was observed in mathematics‑teacher anxiety. Regarding cognitive presence, the stages of triggering event, exploration, and integration improved significantly, while the final stage—resolution or application—did not show a statistically significant effect. These findings highlight the effectiveness of interactive artificial intelligence in improving students’ cognitive experiences and reducing test‑related anxiety. Accordingly, it is recommended that teachers employ digital gamified environments to enrich the assessment environment and deepen exploratory processes in mathematics instruction.
Keywords
Artificial Intelligence
Wordwall
Cognitive Presence
Mathematics Anxiety
Subjects
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Trends and Achievements in Learning Technology
Volume 2, Issue 8 - Serial Number 8
Winter 2026
Pages 167-198

  • Receive Date 28 August 2025
  • Revise Date 17 November 2025
  • Accept Date 02 December 2025
  • Publish Date 22 December 2025