<![CDATA[Mathematical problem-solving in three-dimensional geometry often requires students to coordinate conceptual understanding, spatial reasoning, and strategic planning, yet classroom instruction frequently provides limited support for these heterogeneous needs. This study examined changes in eighth-grade students’ problem-solving performance after an eight-week gamified learning intervention and identified learner profiles using latent profile analysis. A total of 120 students participated in a one-group pretest-posttest mixed-methods study. The intervention integrated points, badges, leaderboards, interactive geometry challenges, and formative feedback; no control group was included, so causal claims were interpreted cautiously. Data were collected through a problem-solving test based on Polya’s four-stage framework, a motivation questionnaire, gamification activity logs, classroom observations, and semi-structured interviews with 18 students selected proportionally across profiles. Results indicated an overall increase from pretest (M = 63.80, SD = 12.10) to posttest (M = 76.92, SD = 10.84), t(119) = 12.58, p < .001, Cohen’s dz = 1.15. The three-profile model showed the best balance of fit and interpretability, classifying students into high, moderate, and low profiles. Students in the high profile reached the highest posttest scores, whereas low-profile students required additional scaffolding. The findings suggest that gamified learning is associated with improved mathematical problem-solving, while latent profiles help inform differentiated instructional support.]]>
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