Research has demonstrated that geometry plays a substantial role in mathematics instruction worldwide. Geometry is valuable for visualizing arithmetic, algebraic, and statistical ideas. Teachers face difficulties in teaching Euclidean geometry in mathematics due to challenges related to language, visualizing objects for better identification of properties, and inadequate conceptual understanding. Research has also shown that rigid practices in geometry are attributed to educators' failure to consider Van Hiele's (1986) five levels of geometry thinking, which provide a logical foundation for geometry instruction in educational institutions. Gamifying geometry education involves incorporating game mechanics and elements into learning activities to enhance engagement, motivation, and understanding of geometric concepts. Games are a valuable tool for teaching mathematics because they provide opportunities for active engagement, practice, feedback, and enjoyment. The use of technology-based games in mathematics instruction is believed to have the potential to inspire learners to engage with mathematics, foster creativity, and enhance their enjoyment of the subject. Therefore, the primary objective of incorporating games into mathematics education is to enhance students' inquisitiveness, drive, and engagement. The van Hiele model of thinking in geometry, which has been extensively studied, provides a framework for understanding the development of geometrical reasoning and thus was used in this study. The pragmatist paradigm serves as the foundation for this study's examination of gamification in teaching Grade 12 Euclidean geometry to enhance learner’s academic performance. The study employ a mixed-method research approach because it allows for a more thorough comprehension of the use of gamification in teaching Euclidean geometry. The researcher uses a survey to gather quantitative data , while the qualitative phase involves conducting online interviews and analyzing documents. This convergent design assigns equal importance to quantitative and qualitative data, and the findings are combined to validate and compare results. The quantitative part of the study aims to derive generalizations on learners' viewpoints. Therefore, the population for this phase will consist of 876 learners enrolled for mathematics and 55 mathematics teachers from the 55 high schools offering pure mathematics in the Amathole West district of the Eastern Cape Province, South Africa. The qualitative phase of this study aims to determine the characteristics of gamification in teaching Euclidean geometry through data collection from mathematics learners and their teachers. The population of the qualitative phase will consist of the learners and their teachers at the 55 high schools. In this study, self-administered questionnaires will be used. The study will primarily employ the semi-structured interview guide method of data collection for the qualitative data. Descriptive statistics are crucial because they summarize and characterize quantitative data.. Frequencies and measures of central tendency are the two categories of descriptive statistics that will be utilized in this investigation. In the qualitative phase thematic analysis procedure will be utilized. The study's findings will aid the researcher in concluding on the effectiveness of gamification in the teaching and learning of Euclidean geometry to enhance learners' academic performance.

Keywords: Gamification, geometry, instruction, games, reasoning, concepts, convergent, performance.