A decline in student engagement and a weak response to classroom tasks remain a pressing issue for digital didactics in mathematics. The study aimed to determine how gamified electronic educational resources affect students’ motivation. The work followed a three-stage pedagogical experiment: a baseline pretest, a formative intervention, and a control posttest. A total of N=60 students participated, split evenly into an experimental group and a control group with n=30 in each. The internal consistency of the measurement tool was confirmed by Cronbach α = 0.78. To assess between-group differences and the direction of change, t-test and Cohen d were applied, while the strength of association was expressed with r=0.61. After the formative stage, motivational indicators in the experimental group were reliably higher than in the control group; the differences reached statistical significance at p<0.05 and p<0.01. In particular, voluntary task initiation, active responses during the lesson, and the drive for the final rating all increased noticeably. The findings show that gamified electronic resources activate mathematics lessons, support learners’ inner drive, and help teachers design individualized encouragement mechanisms. The study proposes a practical model that combines didactic design, digital learning environment, and motivational monitoring. In the next phase, it is advisable to assess the adaptability level of resources across different grade levels.

classroom engagement, correlation analysis, didactic intervention, intrinsic motivation, pedagogical experiment, digital learning tools.

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