Gamification as a didactic strategy in the teaching-learning process of mathematics

Abstract

Introduction: The search for effective strategies to improve mathematics teaching is crucial. Gamification, as an innovative alternative, revitalizes traditional teaching and improves the motivation, commitment, and academic performance of students at the "Jhon Dalton" Educational Unit in the province of Santo Domingo de los Tsáchilas. This study analyzes the impact of gamification on the teaching of basic mathematical operations, providing evidence to design more effective educational interventions. Objective: develop a gamification teaching strategy in the teaching process of elementary mathematics operations to improve the motivation of 5th grade EGB students at the “John Dalton” Educational Unit. Methodology: the mixed approach integrates qualitative and quantitative methods to examine the effectiveness of gamification by combining detailed exploration through an observation guide and a pre-test to obtain student results. To assess the impact, a post-test is applied plus the results of the summative evaluation with which we will obtain data for quantitative analysis. Results: the results of the survey applied to students show that 73.5% of students improved their academic performance after the activities. In addition, 94.1% can solve exercises, and 82.4% understand mathematics better. Interest in mathematics increased by 88.2%, and 79.4% feel motivated to learn, while 82.4% enjoy these activities, although 17.6% prefer to participate occasionally. Finally, on the scale from 1 (not at all participative) to 5 (very participative), 58.8% chose 5, demonstrating greater participation in class, with 29.4% rating it with a 4. Conclusion: this innovative initiative improved motivation and academic performance, which is reflected in the results obtained. The finding was evidenced by integrating gamification with all its elements focused on the current Ecuadorian curriculum, using technological and physical means, reducing the impact of the social gap, achieving an attractive and dynamic teaching process, promoting skills such as problem solving, critical thinking and creativity, at the same time allowing for a positive change in the students' attitude towards mathematics, encouraging greater motivation to learn, which achieved a more stimulating and effective educational environment for students. General area of study: Education and Technology. Specific area of study: Mathematics. Type of item: original.