<![CDATA[Math anxiety remains a persistent barrier to effective mathematics learning, and gamification has been proposed as an instructional strategy capable of improving students' affective relationship with the subject. However, prior studies have generally examined students' experience, feedback, emotions, and math anxiety as separate outcomes rather than within a single integrated model, and empirical evidence from elementary and junior high school students in Indonesia remains limited. This study examined the effect of Math Play Ground, a gamification-based mathematics learning medium, on four interrelated outcomes: student experience, student feedback, emotions, and math anxiety. Data were collected through a cross-sectional survey of 274 elementary and junior high school students in South Sulawesi, Indonesia, selected using proportionate stratified random sampling. Data were analyzed in two stages using confirmatory factor analysis to assess the validity and reliability of the measurement model, and structural equation modeling to test the hypothesized structural relationships. The measurement model showed adequate validity and reliability for all five latent constructs, and the structural model demonstrated an acceptable fit. All four hypothesized paths were significant and positive: Math Play Ground was related to Emotions Student (? = 0.608), Math Anxiety (? = 0.450), Student Feedback (? = 0.629), and Student Experience (? = 0.648). These findings indicate that a single gamification-based learning medium can simultaneously shape multiple affective and experiential dimensions of mathematics learning, offering both theoretical and practical contributions for educators designing gamified mathematics tools.]]>
