Psychological Intervention Program Design for Gifted Children: Gamification in Mathematics Extracurricular Activities to Enhance Learning Challenges for Mathematically Gifted Students

Abstract

Gifted students possess distinct characteristics and learning needs compared to general education students, thereby requiring educational services capable of developing their academic potential while supporting their psychological wellbeing. This study aims to identify the needs of mathematically gifted students and design a gamification-based psychological intervention program as an alternative enrichment service in schools. The study employed a qualitative approach with a case study design. The research subject was a mathematically gifted student at SMP Negeri 1 Padang. Data collection was conducted through observation, semi-structured interviews, and documentation, which were then descriptively analyzed using an interactive analysis model. Assessment results indicate that the subject possesses high academic ability and strong learning motivation, yet requires more challenging learning experiences to maintain motivation and optimize potential. Based on these findings, a gamification-based psychological intervention program was designed and integrated into mathematics extracurricular activities through the application of mechanics such as missions, experience points (XP), badges, and leaderboards. This program design is expected to serve as an engaging, adaptive alternative for enrichment services tailored to the characteristics of gifted students, as well as a reference for schools in developing coaching programs for gifted learners.