</title= ><style type=3D"text/css">@page Section_1 { size:612pt 792pt; margin:70.85p= t }div.Section_1 { page:Section_1 }body { font-family:'Times New Roman'; fo= nt-size:12pt }h1, h2, h3, h4, h5, h6, p { margin:0pt }h1 { margin-top:12pt;= margin-bottom:0pt; page-break-inside:avoid; page-break-after:avoid; font-f= amily:'Times New Roman'; font-size:24pt; font-weight:bold; font-style:norma= l; color:#2f5496 }h2 { margin-top:2pt; margin-bottom:0pt; page-break-inside= :avoid; page-break-after:avoid; font-family:'Times New Roman'; font-size:18= pt; font-weight:bold; font-style:normal; color:#2f5496 }h3 { margin-top:2pt= ; margin-bottom:0pt; page-break-inside:avoid; page-break-after:avoid; font-= family:'Times New Roman'; font-size:14pt; font-weight:bold; font-style:norm= al; color:#1f3763 }h4 { margin-top:2pt; margin-bottom:0pt; page-break-insid= e:avoid; page-break-after:avoid; font-family:'Times New Roman'; font-size:1= 2pt; font-weight:bold; font-style:normal; color:#2f5496 }h5 { margin-top:2p= t; margin-bottom:0pt; page-break-inside:avoid; page-break-after:avoid; font= -family:'Times New Roman'; font-size:10pt; font-weight:bold; font-style:nor= mal; color:#2f5496 }h6 { margin-top:2pt; margin-bottom:0pt; page-break-insi= de:avoid; page-break-after:avoid; font-family:'Times New Roman'; font-size:= 8pt; font-weight:bold; font-style:normal; color:#1f3763 }.awdiv { font-size= :12pt }span.Heading1Char { font-family:'Calibri Light'; font-size:16pt; col= or:#2f5496 }span.Heading2Char { font-family:'Calibri Light'; font-size:13pt= ; color:#2f5496 }span.Heading3Char { font-family:'Calibri Light'; font-size= :12pt; color:#1f3763 }span.Heading4Char { font-family:'Calibri Light'; font= -style:italic; color:#2f5496 }span.Heading5Char { font-family:'Calibri Ligh= t'; color:#2f5496 }span.Heading6Char { font-family:'Calibri Light'; color:#= 1f3763 }span.awspan { font-size:12pt; color:#000000 }</style></head><body><= div class=3D"Section_1"><a id=3D"_Hlk184753281"></a><s= pan class=3D"awspan" style=3D"font-size:18pt; font-weight:bold">La gamifica= ci=C3=B3n como estrategia did=C3=A1ctica en el proceso de ense=C3=B1anza-ap= rendizaje de matem=C3=A1ticasGamification as a didactic strategy in = the teaching-learning process of mathematicsJuana Edi= lma Apugll=C3=B3n Guaita., Carlos Adolfo Arriaga Cueva., Esther Lucrecia Ca= rlin Ch=C3=A1vez., & Milton Maridue=C3=B1a Arroyave.<sp= an class=3D"awspan" style=3D"font-size:6.5pt; font-weight:bold">1</p= >Juana Edilma Apugll=C3= =B3n Guaita<a href=3D"https://orcid.org/0009-0005-6803-6661" style=3D"text-d= ecoration:none">https://orcid.org/0009-0005-6803-6661</a> Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1= n, Ecuador.M= aestr=C3=ADa en Educaci=C3=B3n<a href=3D"mailto:jeapugllong@ube.edu.ec" styl= e=3D"text-decoration:none">jeapugllong@ube.edu.ec</a> 2<a id=3D"_Hlk1847536= 83"></a>Carlos Adolfo Arria= ga Cueva<a href=3D"https://orcid.org/0009-0009-7566-5713" style=3D"text-deco= ration:none">https://orcid.org/0009-0009-7566-5713</a> Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n= , Ecuador.Ma= estr=C3=ADa en Educaci=C3=B3n<a href=3D"mailto:caarriagac@ube.edu.ec" style= =3D"text-decoration:none">caarriagac@ube.edu.ec</a> 3<a id=3D"_Hlk1847537= 07"></a>Esther Lucrecia Car= lin Ch=C3=A1vez<a href=3D"https://orcid.org/0000-0002-5262-1533" style=3D"te= xt-decoration:none">https://orcid.org/0000-0002-5262-1533</a> Universidad Estatal de Milagro (UNEMI), Ecuador= <= a href=3D"mailto:ecarlinc@unemi.edu.ec" style=3D"text-decoration:none"><spa= n class=3D"awspan" style=3D"font-size:10pt; text-decoration:underline">ecar= linc@unemi.edu.ec</a> <= /span>4<a id=3D"_Hlk184753716"></a>Milton Maridue=C3=B1a Arroyave<a href=3D"https://o= rcid.org/0000-0002-8876-1896" style=3D"text-decoration:none">https://orcid.= org/0000-0002-8876-1896</a>&= #xa0;Univers= idad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador. Guayaquil, Ecuador= .= <a href=3D"mailto:mrmariduenaa@ube.edu.ec" style=3D"text-decoration:none"><= span class=3D"awspan" style=3D"font-size:10pt; text-decoration:underline">m= rmariduenaa@ube.edu.ec</a>&#= xa0; <div style=3D"margin-right:1pt; margin-left:1pt; border-lef= t:0.75pt solid #000000; clear:both"> <spa= n> = 0; </sp= an> </p= > <span= > = ; </spa= n> = </div><a id=3D"_heading_h.gjdgxs"></a><s= pan class=3D"awspan" style=3D"font-size:10pt; font-weight:bold">Art=C3=ADcu= lo de Investigaci=C3=B3n Cient=C3=ADfica y Tecnol=C3=B3gica<= span class=3D"awspan" style=3D"font-size:10pt">Enviado: 10/12/2024</= p>Revisado: = Aceptado: <p= class=3D"awdiv" style=3D"margin-right:1pt; margin-left:1pt; font-size:10pt= ">Publicado:= DOI: C=C3=ADtese: </spa= n>DATOS REVISTA</sp= an>DATOS REVISTA</s= pan>DATOS REVISTA</= span><img src=3D"data:image/png;base64,iVBORw0KGgoA= AAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQ= 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kSZ4W8792/z9UO8lkMkRRRC6XI5fLfzKoudH8TXUfTYXDTTUjP0ahUPDCCy/w+OOPo1T+56SOvX= jx4sWLl/9Ubkpw43K5qKqqwmq1XtekzzPRTQpu/kj+iGNsKnzV6/XXqaW8ePHixYsXLzefmxLce= PHixYsXL168/Ltw01zBvXjx4sWLFy9e/h3wBjdevHjx4sWLl/8qflOFa0lJiVfq7MWLFy9evHj5= l9LULPYnt/+Wna1cufInu/968eLFixcvXrz8MwgKCmL+/Pk/ud1bUOzFixcvXrx4+a/CW3PjxYs= XL168ePmvwhvcePHixYsXL17+q/AGN168ePHixYuX/yr+P0ptXFlFWDFDAAAAAElFTkSuQmCC" = width=3D"567" height=3D"140" alt=3D"" style=3D"margin-left:-1pt; position:a= bsolute" />Palabra= s claves: Gamificaci=C3= =B3n, matem=C3=A1ticas, estrategia did=C3=A1ctica, rendimiento acad=C3=A9mi= co, inter=C3=A9s estudiantil.Resumen Introducci=C3=B3n: La b=C3=BAsqueda= de </spa= n>estrategias efectivas = para mejorar <= /span>la ense=C3=B1anza de = las matem=C3=A1ticas es <sp= an class=3D"awspan">crucial. La gamificaci=C3=B3n,<s= pan class=3D"awspan" style=3D"letter-spacing:5.5pt"> como <= /span>alternativa innovadora,= revitaliza la ense=C3=B1anza t= radicional </s= pan>y mejora la</spa= n> motivaci=C3=B3n, el compromiso = y el rendimiento acad=C3=A9mico</= span> de = los estudiantes d= e 5TO. A=C3=B1o EGB media<= span class=3D"awspan" style=3D"letter-spacing:3pt"> en </span= >la Unidad Educativa</sp= an> "Jhon Dalton" en la = provincia </sp= an>de Santo Domingo<= /span> de los Ts=C3=A1chilas.</s= pan> Este estudio analiza el</span= > impacto de la gamificaci=C3=B3n en la e= nse=C3=B1anza = de operaciones matem=C3=A1ti= cas <s= pan class=3D"awspan">b=C3=A1sicas, aportando evidencia= para dise=C3=B1ar intervenci= ones <s= pan class=3D"awspan">educativas m=C3=A1s e= fectivas. Obje= tivo: Elaborar una<spa= n class=3D"awspan" style=3D"letter-spacing:4.7pt"> estrategia did=C3=A1ctica de<s= pan class=3D"awspan" style=3D"letter-spacing:4.7pt"> gamificaci=C3=B3n en el proceso</sp= an> de ense=C3=B1anza de= las operaciones elementales</= span> de matem=C3=A1ticas para = mejorar </spa= n>la motivaci=C3=B3n de = los estudiantes = 5to. EGB </spa= n>media, de la</span= > Unidad Educativa =E2=80=9CJhon<= /span> Dalton=E2=80=9D. Metodolog=C3=ADa: El</spa= n> enfoque mixto integra= m=C3=A9todos cualitativos y = cuantitativos= al examinar la <= span class=3D"awspan">eficacia de la</spa= n> gamificaci=C3=B3n combinando la exploraci=C3=B3n detallada mediante</= span> una gu=C3=ADa de observac= i=C3=B3n </spa= n>y un pre-test</spa= n> para la obtenci=C3=B3n<s= pan class=3D"awspan" style=3D"letter-spacing:0.6pt"> de </s= pan>resultados del alumnado.<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> Para evaluar el impacto, = se aplica = un <sp= an class=3D"awspan">pos-test m=C3=A1s los resultados <= /span>de la evalua= ci=C3=B3n </s= pan>sumativa con = las <s= pan class=3D"awspan">que obtendremos datos = para <s= pan class=3D"awspan">el an=C3=A1lisis cuant= itativo. </spa= n>Resultados: <spa= n class=3D"awspan">los resultados de= la= encuesta aplicada<sp= an class=3D"awspan" style=3D"letter-spacing:2.6pt"> a </spa= n>los estudiantes e= l 73.5% </span= >de los estudiantes<= /span> mejor=C3=B3 su rendimiento<= /span> acad=C3=A9mico tras las a= ctividades. </= span>Adem=C3=A1s, el 94.1% = puede resolver ejercicios,<sp= an class=3D"awspan" style=3D"letter-spacing:2.7pt"> y </spa= n>el 82.4% entiende<= /span> mejor las matem=C3=A1ticas.= El inter=C3=A9s en matem= =C3=A1ticas <= /span>aument=C3=B3 para<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> el </sp= an>88.2%, y un</sp= an> 79.4% se siente motivado</= span> para aprender, mientra= s <sp= an class=3D"awspan">que el 82.4%= disfruta estas actividades, a= unque <= span class=3D"awspan">un 17.6% prefiere</sp= an> participar ocasionalmente. Finalmente,= en= la escala d= el <spa= n class=3D"awspan">1 (nada participativo) a= l <span= class=3D"awspan">5 (muy participativo),</s= pan> 58.8% escogi=C3=B3 5, demostr= ando <s= pan class=3D"awspan">mayor participaci=C3=B3n en <= span class=3D"awspan">clase, y con<s= pan class=3D"awspan" style=3D"letter-spacing:1.5pt"> un </s= pan>29.4% calific=C3=A1ndola con</s= pan> un 4. Conclusi=C3=B3n: esta iniciativa</= span> innovadora mejor=C3=B3 la motivaci=C3=B3n y el rendi= miento = acad=C3=A9mico, que se refleja= en los resultados = obtenidos. El hallazgo se evidenci=C3=B3<= span class=3D"awspan" style=3D"letter-spacing:-0.25pt"> al integrar la gamificaci=C3=B3= n <span= class=3D"awspan">con todos sus<span= class=3D"awspan" style=3D"letter-spacing:0.5pt"> elementos= enfocada al curr=C3=ADculo<= /span> vigente del Ecuador,</sp= an> utilizando medios tecnol=C3= =B3gicos y </= span>f=C3=ADsicos, disminuyendo</sp= an> el impacto de la </span= >brecha social, logrando<spa= n class=3D"awspan" style=3D"letter-spacing:3.8pt"> un </spa= n>proceso de ense=C3= =B1anza </span= >atractivo y din=C3= =A1mico, fomentando habilidades como</spa= n> la resoluci=C3=B3n de= problemas, el <div style=3D"margin-= right:1pt; margin-left:1pt; margin-bottom:10pt; border-left:0.75pt solid #0= 00000; clear:both"> </div><s= pan class=3D"awspan">pensamiento cr=C3=ADtico y </span= >la creatividad, = al <sp= an class=3D"awspan">mismo tiempo permiti= =C3=B3 generar un cambio positivo </s= pan>en la actitud<= /span> de los estudiantes hacia= <span= class=3D"awspan">las matem=C3=A1ticas, = incentivando = mayor motivaci=C3=B3n= por aprender, lo que<spa= n class=3D"awspan" style=3D"letter-spacing:0.6pt"> logr=C3=B3 un entorno educativo </s= pan>m=C3=A1s estimulante y<sp= an class=3D"awspan" style=3D"letter-spacing:2.85pt"> efectivo para los educandos. =C3=81rea= <= /span>de <spa= n class=3D"awspan" style=3D"font-weight:bold">estudio general: Educaci=C3=B3n y Tecnolog=C3=ADa.<= /span> =C3=81rea de estudio espec=C3=ADfica: = Matem=C3=A1ticas. = Tipo de articulo: original.Keywords: </sp= an><span= class=3D"awspan">Gamification, mathematics, teaching strategy, academic pe= rformance, student interest.AbstractIntroduction: The s= earch <= span class=3D"awspan">for effective strateg= ies <sp= an class=3D"awspan">to improve mathematics teaching </s= pan>is crucial. = Gamification,= as an innovative<spa= n class=3D"awspan" style=3D"letter-spacing:4pt"> alternative,= revitalizes traditional= teaching= and improves the<spa= n class=3D"awspan" style=3D"letter-spacing:8.05pt"> motivation, commitment, and= academic performance of stu= dents </span= >at the "Jhon</s= pan> Dalton" Educational Uni= t in <= span class=3D"awspan">the province of</sp= an> Santo Domingo de<spa= n class=3D"awspan" style=3D"letter-spacing:-0.4pt"> los </= span>Ts=C3=A1chilas. This<sp= an class=3D"awspan" style=3D"letter-spacing:-0.4pt"> study analyzes the impact<= span class=3D"awspan" style=3D"letter-spacing:0.85pt"> of gamification on<spa= n class=3D"awspan" style=3D"letter-spacing:0.85pt"> the </= span>teaching of = basic mathematical operations, providing<= /span> evidence to design</span= > more effective educational = interventions. Objective:</span= > = develop a gamification</span= > teaching strategy in<s= pan class=3D"awspan" style=3D"letter-spacing:3.55pt"> the = teaching process<sp= an class=3D"awspan" style=3D"letter-spacing:3.55pt"> of elementary mathematics opera= tions </span= >to improve the<= /span> <span= class=3D"awspan">motivation of 5th grade= <span= class=3D"awspan">EGB students at<= span class=3D"awspan" style=3D"letter-spacing:0.75pt"> the =E2=80=9CJohn Dalton=E2= =80=9D </span= >Educational Unit. Methodology: the<spa= n class=3D"awspan" style=3D"letter-spacing:-0.65pt"> mixed approach integrates</span= > qualitative and quantitative methods </sp= an>to examine the<= /span> effectiveness of gamification<span= class=3D"awspan" style=3D"letter-spacing:2.1pt"> by </span= >combining detailed = exploration </= span>through an observation<s= pan class=3D"awspan" style=3D"letter-spacing:0.65pt"> guide and a pre= -test = to obtain student<= /span> results. To assess the</s= pan> impact, a post-test<s= pan class=3D"awspan" style=3D"letter-spacing:0.3pt"> is </s= pan>applied plus t= he <spa= n class=3D"awspan">results of the summative= <span= class=3D"awspan">evaluation with which</= span> we will obtain<spa= n class=3D"awspan" style=3D"letter-spacing:2.75pt"> data <= /span>for quantitative analysis.</s= pan> Results: the results of the </span= >survey applied to students </s= pan>show that 73.5= % <spa= n class=3D"awspan">of students improved</= span> their academic performance after </spa= n>the activities. = In <sp= an class=3D"awspan">addition, 94.1% can = solve = exercises, and 82.= 4% <sp= an class=3D"awspan">understand mathematics better.<= span class=3D"awspan" style=3D"letter-spacing:-0.5pt"> Interest in mathematics</span= > increased by 88.2%,<sp= an class=3D"awspan" style=3D"letter-spacing:-0.5pt"> and <= /span>79.4% feel motivated<s= pan class=3D"awspan" style=3D"letter-spacing:1.8pt"> to </s= pan>learn, while 8= 2.4% <s= pan class=3D"awspan">enjoy these activities= , although </= span>17.6% prefer = to <sp= an class=3D"awspan">participate occasionally. Finally,= on the scale from <= span class=3D"awspan">1 (not at<span= class=3D"awspan" style=3D"letter-spacing:5.3pt"> all </spa= n>participative) to 5 <spa= n class=3D"awspan">(very participative), 58.8% chose </sp= an>5, demonstrating = greater participation in class,<sp= an class=3D"awspan" style=3D"letter-spacing:5.55pt"> with = 29.4% rating it <= span class=3D"awspan">with a 4. <s= pan class=3D"awspan" style=3D"font-weight:bold">Conclusion: <sp= an class=3D"awspan" style=3D"font-weight:bold">this </span= >innovative initiative improved= motivation and academic</sp= an> performance, which is</span= > reflected in the results obtained. The finding= was evidenced by integrating gamification with all</s= pan> its elements focused</span= > on the current = <div style=3D"margin:10pt= 1pt; border-left:0.75pt solid #000000; clear:both"> </div> </sp= an><div style=3D"margin:10pt 1pt; border-left:0.75pt solid #5b9bd5; cle= ar:both"> <sp= an> </div>Ecuadorian<spa= n class=3D"awspan" style=3D"letter-spacing:4.5pt"> curriculum, using technological</spa= n> and physical means, reducing</= span> the impact of<span= class=3D"awspan" style=3D"letter-spacing:1.65pt"> the </s= pan>social gap, = achieving </s= pan>an attractive and dynamic <= /span>teaching process,<span= class=3D"awspan" style=3D"letter-spacing:3.25pt"> promoting skills such as<spa= n class=3D"awspan" style=3D"letter-spacing:-0.4pt"> problem solving, critical<s= pan class=3D"awspan" style=3D"letter-spacing:-0.4pt"> thinking and creativity,</span= > at the same time allowing= for a posi= tive <= span class=3D"awspan">change in the</span= > students' attitude towards = mathematics, = encouraging greater<s= pan class=3D"awspan" style=3D"letter-spacing:-0.3pt"> motivation to learn, which</span= > achieved a more stimulating and effective educationa= l <spa= n class=3D"awspan">environment for studen= ts. <s= pan class=3D"awspan" style=3D"font-weight:bold">General <span= class=3D"awspan" style=3D"font-weight:bold">area of study: Education= and Technology. Specific area of study</s= pan>: Mathematics. Type of item: origina= l. <div style=3D"margin-right:1pt; margin-left:1pt; border-left:= 0.75pt solid #5b9bd5; clear:both"> <spa= n> &#x= a0;</div>1.= Introducci=C3=B3nLa gamificaci=C3=B3= n <spa= n class=3D"awspan">ha surgido como= una alternativa innovadora</s= pan> y prometedora para transfo= rmar <= span class=3D"awspan">la din=C3=A1mica = educativa </s= pan>y abordar las<= /span> limitaciones en la</span= > ense=C3=B1anza de matem=C3=A1ticas.<spa= n class=3D"awspan" style=3D"letter-spacing:-0.35pt"> Su <= /span>integraci=C3=B3n en<s= pan class=3D"awspan" style=3D"letter-spacing:-0.35pt"> el aula busca revitalizar el enfoque<span= class=3D"awspan" style=3D"letter-spacing:-0.35pt"> tradicional, mejorar la motivaci= =C3=B3n, </sp= an>compromiso y = rendimiento <= /span>acad=C3=A9mico de<span= class=3D"awspan" style=3D"letter-spacing:1.65pt"> los </s= pan>estudiantes, convirtiendo</spa= n> la educaci=C3=B3n en una</sp= an> experiencia m=C3=A1s atract= iva <s= pan class=3D"awspan">y participativa, lo<= /span> que puede llevar<= span class=3D"awspan" style=3D"letter-spacing:1.45pt"> a= una mayor motivaci=C3=B3n y un mejor rendimi= ento acad=C3=A9mico.El contexto</span= > de= la Unidad E= ducativa </spa= n>"Jhon Dalton" cons= tituye = un entorno representativo<spa= n class=3D"awspan" style=3D"letter-spacing:4.05pt"> de </s= pan>la educaci=C3=B3n b=C3=A1sica. Ubicada en la = parroquia </s= pan>Bombol=C3=AD, en la cooperativa Juan Eulogio<spa= n class=3D"awspan" style=3D"letter-spacing:1.5pt"> Paz </sp= an>y Mi=C3=B1o, prov= incia <= span class=3D"awspan">de Santo Domingo</spa= n> de= los Ts=C3=A1chilas. Conforma= do <spa= n class=3D"awspan">por los niveles<s= pan class=3D"awspan" style=3D"letter-spacing:1.5pt"> Inicial 1-2, preparatoria,<s= pan class=3D"awspan" style=3D"letter-spacing:1.5pt"> los </= span>niveles de EGB<= /span> elemental y media. Su comunidad</sp= an> estudiantil es de<sp= an class=3D"awspan" style=3D"letter-spacing:0.65pt"> 195 <= /span>integrantes. La misma </s= pan>viene brindando sus servicios educativos a la </spa= n>comunidad desde = hace <= span class=3D"awspan">25 a=C3=B1os y</spa= n> contin=C3=BAa en crecimiento= <span= class=3D"awspan">hasta la actualidad con una planta docente de 25 profesio= nales de la educaci=C3=B3n.En</sp= an> el =C3=A1mbito nacional,</span= > la= educaci=C3=B3n matem=C3=A1ti= ca <spa= n class=3D"awspan">emerge como un<sp= an class=3D"awspan" style=3D"letter-spacing:2.3pt"> terreno= de constante inquietud,</spa= n> marcado por desaf=C3=ADos</spa= n> persistentes en el desempe=C3=B1o estudiantil. Lamentablemente,<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> estos = desaf=C3=ADos suelen<= span class=3D"awspan" style=3D"letter-spacing:2.55pt"> resultar en un bajo </spa= n>rendimiento acad=C3=A9mico. Seg= =C3=BAn </spa= n>el informe de</s= pan> la Organizaci=C3=B3n de</s= pan> las Naciones Unidas= para la Educaci=C3=B3n,</span= > la Ciencia y la Cultura </sp= an>(UNESCO, 2018), "el rendimiento = en matem=C3=A1ticas<sp= an class=3D"awspan" style=3D"letter-spacing:1.7pt"> en </sp= an>muchos pa=C3=ADses de Am=C3=A9rica Latina y el = Caribe es signific= ativamente </= span>inferior al = promedio </sp= an>mundial, reflejando una<s= pan class=3D"awspan" style=3D"letter-spacing:-0.45pt"> necesidad urgente de= mejorar la calidad<s= pan class=3D"awspan" style=3D"letter-spacing:-0.45pt"> de la ense=C3=B1anza= y el aprendizaje<spa= n class=3D"awspan" style=3D"letter-spacing:-0.45pt"> en <= /span>esta =C3=A1rea" (UNESCO,</sp= an> 2018, p. 45).<spa= n class=3D"awspan" style=3D"letter-spacing:-0.05pt"> Igualmente, autores como= Mu=C3=B1oz (2020) subrayan<= /span> <span= class=3D"awspan">que "la falta = <div style=3D"margin-top:10pt; margin-bottom:10pt; border:1pt solid #00= 0000; clear:both">de inter=C3=A9s y motivaci=C3=B3n</span= > de los estudiantes<spa= n class=3D"awspan" style=3D"letter-spacing:-0.2pt"> hacia = las matem=C3=A1ticas<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> est=C3=A1 ligada a<spa= n class=3D"awspan" style=3D"letter-spacing:-0.2pt"> m=C3=A9todos de ense=C3=B1anza poc= o <spa= n class=3D"awspan">din=C3=A1micos y a</sp= an> la escasa contextualizaci= =C3=B3n </spa= n>de los contenido= s" <sp= an class=3D"awspan">(Mu=C3=B1oz, 2020, p. 67). Esto evidencia que los desaf= =C3=ADos en la educaci=C3=B3n matem=C3=A1tica no solo afectan el desempe=C3= =B1o acad=C3=A9mico, sino tambi=C3=A9n la actitud de los estudiantes hacia = la materia.Este= panorama se refleja<= span class=3D"awspan" style=3D"letter-spacing:-0.65pt"> especialmente en la<= span class=3D"awspan" style=3D"letter-spacing:-0.65pt"> transici=C3=B3n de los</spa= n> estudiantes del nivel b= =C3=A1sico </s= pan>medio al nivel</= span> b=C3=A1sico superior, donde<= /span> se observa un aumento </s= pan>significativo en las dificultades en matem=C3=A1ticas.</s= pan> El problema repercute</spa= n> en la persistencia<sp= an class=3D"awspan" style=3D"letter-spacing:-0.4pt"> de </= span>muchos alumnos con<span= class=3D"awspan" style=3D"letter-spacing:0.15pt"> bajos <= /span>rendimientos acad=C3=A9micos,= <span= class=3D"awspan">que suelen enfrentar</s= pan> ex=C3=A1menes de supletori= os <sp= an class=3D"awspan">como =C3=BAltimo recurso para </sp= an>superar las bar= reras = en su aprendizaje.= <span= class=3D"awspan">Ante esta situaci=C3=B3= n, <sp= an class=3D"awspan">resulta imperativo implementar</span= > estrategias pedag=C3=B3gicas = m=C3=A1s </sp= an>efectivas y per= sonalizadas <= /span>que aborden las necesidades = individuales de los = estudiantes y promue= van <sp= an class=3D"awspan">un mayor =C3=A9xito</sp= an> en el dominio de<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> esta </= span>disciplina fundamental.</spa= n> Bravo (2022) la necesidad de explorar nuevas estrategias pedag=C3=B3gicas = que <s= pan class=3D"awspan">promuevan el inter= =C3=A9s </spa= n>y el compromiso<= /span> de los educandos<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> en matem=C3=A1ticas se vuelve= <span= class=3D"awspan">evidente en respuesta</= span> a esta necesidad. </span= > Se debe </s= pan>organizar las estrategias</span= > y= escoger los materiales adecuados a fin </span= >de cumplir con</s= pan> los objetivos planteados, = las <s= pan class=3D"awspan">t=C3=A9cnicas deben = ser <s= pan class=3D"awspan">variadas, din=C3=A1micas,<span= class=3D"awspan" style=3D"letter-spacing:-0.3pt"> =C3=BAtiles e innovadoras<sp= an class=3D"awspan" style=3D"letter-spacing:-0.3pt"> en </= span>funci=C3=B3n de lo<span= class=3D"awspan" style=3D"letter-spacing:0.9pt"> planificado, debe ser flexible </s= pan>y ajustarse a</s= pan> las necesidades de<spa= n class=3D"awspan" style=3D"letter-spacing:0.9pt"> los </sp= an>alumnos (Cede=C3=B1o-Escobar &= ; Vigueras-Moreno, 2020).En la = observaci=C3=B3n de actividades<sp= an class=3D"awspan" style=3D"letter-spacing:-0.7pt"> en </= span>la Unidad Edu= cativa </span= >"John Dalton", = se <sp= an class=3D"awspan">aprecia una estructura pedag=C3=B3gica tradicional en l= a ense=C3=B1anza de las matem=C3=A1ticas, con =C3=A9nfasis en la<spa= n class=3D"awspan" style=3D"letter-spacing:2.75pt"> conferencia magistral. Aunque</spa= n> este m=C3=A9todo permite</sp= an> una transmisi=C3=B3n eficie= nte <s= pan class=3D"awspan">de informaci=C3=B3n, fomenta<sp= an class=3D"awspan" style=3D"letter-spacing:2.1pt"> un </sp= an>aprendizaje pasivo entre </span= >los estudiantes. A= l <span= class=3D"awspan">centrarse en la exposici= =C3=B3n </spa= n>unidireccional del docente, = se limitan = las <s= pan class=3D"awspan">oportunidades de int= eracci=C3=B3n= y participaci=C3=B3n del</= span> estudiante, conduciendo a <= span class=3D"awspan">una comprensi=C3=B3n superficial de los conceptos matem=C3=A1ticos, m=C3=A1s enfo= cada <s= pan class=3D"awspan">en la aplicaci=C3=B3n<= /span> mec=C3=A1nica de algoritmos= que en una comprensi=C3= =B3n <= span class=3D"awspan">profunda. En lugar<= /span> de fomentar la<sp= an class=3D"awspan" style=3D"letter-spacing:1.75pt"> comprensi=C3=B3n y el<span= class=3D"awspan" style=3D"letter-spacing:1.75pt"> razonamiento, esta estrategia did= =C3=A1ctica <= /span>promueve la = memorizaci=C3=B3n de procedimientos</span= > sin una comprensi=C3=B3n real= de su significado,</span= > limitando la capacidad<s= pan class=3D"awspan" style=3D"letter-spacing:5.6pt"> del </= span>estudiante para aplicar </s= pan>sus conocimientos en<span= class=3D"awspan" style=3D"letter-spacing:2.3pt"> situaciones nuevas y = desafiantes, <= /span>donde necesita una <s= pan class=3D"awspan">comprensi=C3=B3n flexible y creativa de los conceptos = matem=C3=A1ticos.La</s= pan> revisi=C3=B3n de instrumen= tos <s= pan class=3D"awspan">de evaluativos deja<= /span> ver el predominio= de repetici=C3=B3n de problema= s <span= class=3D"awspan">similares a los<sp= an class=3D"awspan" style=3D"letter-spacing:0.2pt"> practicados en clase, reflejando <= /span>la inadecuada = comprensi=C3=B3n y dominio del tema. </sp= an>Puede incentivar = la <spa= n class=3D"awspan">memorizaci=C3=B3n superficial<spa= n class=3D"awspan" style=3D"letter-spacing:3.4pt"> en </spa= n>lugar de la compre= nsi=C3=B3n y la aplicaci=C3=B3n de los conceptos matem=C3=A1ticos en difere= ntes contextos. Seg=C3= =BAn = Jaramillo & Tene </span= >(2022), =E2=80=9Csi bien </= span>los educadores reconocen la importancia de<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> la tecnolog=C3=ADa en<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> la ense=C3=B1anza, la<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> mayor=C3=ADa de ellos<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> no utilizan herramientas</spa= n> digitales en su pr=C3=A1cti= ca <s= pan class=3D"awspan">educativa=E2=80=9D (p. 10). <= /span>Esta situaci=C3=B3n<s= pan class=3D"awspan" style=3D"letter-spacing:-0.65pt"> genera la falta<spa= n class=3D"awspan" style=3D"letter-spacing:-0.65pt"> de <= /span>motivaci=C3=B3n en<sp= an class=3D"awspan" style=3D"letter-spacing:-0.65pt"> el = educando. <span= class=3D"awspan">De acuerdo con<spa= n class=3D"awspan" style=3D"letter-spacing:2.4pt"> lo </spa= n>mencionado se surg= e <span= class=3D"awspan">la siguiente interrogante= . <span= class=3D"awspan">=C2=BFC=C3=B3mo la estrategia<span= class=3D"awspan" style=3D"letter-spacing:0.05pt"> de </sp= an>gamificaci=C3=B3n podr=C3=ADa</s= pan> contribuir al mejoramiento= <span= class=3D"awspan">del proceso de<s= pan class=3D"awspan" style=3D"letter-spacing:0.05pt"> ense=C3=B1anza =E2=80=93 aprendizaje de = las operaciones elem= entales </span= >de matem=C3=A1ticas en <sp= an class=3D"awspan">los estudiantes de</spa= n> 5to a=C3=B1o de EGB media de la unidad educativ= a?, para lo cual se plantea el objeto de investigaci=C3=B3n que<span= class=3D"awspan" style=3D"letter-spacing:-0.2pt"> es </sp= an>=E2=80=9CEl proceso de </spa= n>ense=C3=B1anza de las </span= >operaciones elementales<spa= n class=3D"awspan" style=3D"letter-spacing:-0.2pt"> de </s= pan>matem=C3=A1ticas=E2=80=9D. Dand= o paso = al objetivo general<= /span> que es =E2=80=9CElaborar<= /span> una estrategia did=C3=A1cti= ca <spa= n class=3D"awspan">de gamificaci=C3=B3n e= n <span= class=3D"awspan">el proceso de ense=C3=B1a= nza <sp= an class=3D"awspan">de las operaciones</spa= n> elementales de matem=C3=A1ticas= para mejorar la motivaci= =C3=B3n </spa= n>de los estudiant= es <sp= an class=3D"awspan">de 5to a=C3=B1o</span= > de EGB media, de <= span class=3D"awspan">la Unidad Educativa= <span= class=3D"awspan">Jhon Dalton=E2=80=9D, es necesario las variables que sust= ente este estudio. En primer lugar, </span= >se define la= variable independiente que</spa= n> corresponde a la gamificaci=C3= =B3n <= span class=3D"awspan">como estrategia did= =C3=A1ctica, = esta se cen= tra <s= pan class=3D"awspan">en c=C3=B3mo la</spa= n> implementaci=C3=B3n din=C3=A1mica l=C3=BAdicas y elementos pro= pios del juego pueden cambiar el proceso educativo.Por otro lad= o, <sp= an class=3D"awspan">la variable dependien= te <sp= an class=3D"awspan">es el proceso<= span class=3D"awspan" style=3D"letter-spacing:-0.3pt"> de ense=C3=B1anza =E2=80=93</= span> aprendizaje de las operac= iones = elementales de mat= em=C3=A1ticas= que refleja como </span= >el uso de<= span class=3D"awspan" style=3D"letter-spacing:0.65pt"> la gamificaci=C3=B3n influye en la forma en qu= e los estudiantes aprenden.A </spa= n>partir de esta= <spa= n class=3D"awspan">relaci=C3=B3n, se pr= opone </span= >la siguiente hi= p=C3=B3tesis: La estrategia</span= > did=C3=A1ctica de gamificaci=C3=B3n,<= span class=3D"awspan" style=3D"letter-spacing:-0.25pt"> en el proceso de </sp= an>ense=C3=B1anza =E2=80=93aprendi= zaje = de las operacion= es <s= pan class=3D"awspan">elementales de matem=C3=A1ticas,</sp= an> para mejorar la<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> motivaci=C3=B3n en los</spa= n> estudiantes de 5to= a=C3=B1o de EGB<span= class=3D"awspan" style=3D"letter-spacing:-0.15pt"> media, de la Unidad Educativa =E2=80=9CJhon Dalton=E2=80=9D.<= /p>= Con <s= pan class=3D"awspan">el fin de<spa= n class=3D"awspan" style=3D"letter-spacing:0.35pt"> validar esta hip=C3=B3tesis,</span= > se formula los siguientes preguntas: =C2=BFCu=C3=A1l= es son </span= >los referentes = te=C3=B3ricos= que conforman el </span= >tema de investiga= ci=C3=B3n </s= pan>sobre las estr= ategias de </s= pan>gamificaci=C3=B3n, sus<sp= an class=3D"awspan" style=3D"letter-spacing:1.6pt"> plataformas de desarrollo<spa= n class=3D"awspan" style=3D"letter-spacing:1.6pt"> y </span= >su impacto en</span= > la= educaci=C3=B3n media?, =C2= =BFComo </sp= an>se puede iden= tificar </sp= an>el uso de</sp= an> la gamificaci=C3=B3n com= o <sp= an class=3D"awspan">estrategia did=C3=A1ctica<span= class=3D"awspan" style=3D"letter-spacing:-0.05pt"> aplicable al proceso de<s= pan class=3D"awspan" style=3D"letter-spacing:-0.65pt"> ense=C3=B1anza de operacion= es <s= pan class=3D"awspan">elementales?, =C2=BFCu=C3=A1l= es el impacto de </sp= an>la aplicaci=C3=B3n <= p class=3D"awdiv">de la estrategia= did=C3=A1ctica de<spa= n class=3D"awspan" style=3D"letter-spacing:4.6pt"> la </spa= n>gamificaci=C3=B3n en las = operaciones elementales de matem=C3=A1ticas en el 5to a=C3=B1o de EGB media?1.1.<s= pan class=3D"awspan" style=3D"font-style:italic"> Fundamentos generales de la gamific= aci=C3=B3n en la educaci=C3=B3nLa = gamificaci=C3=B3n se= ha convertido en<spa= n class=3D"awspan" style=3D"letter-spacing:-0.65pt"> una = herramienta amplia<s= pan class=3D"awspan" style=3D"letter-spacing:-0.65pt"> utilizada en el<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> =C3=A1mbito educativo debido a</sp= an> su potencial para<sp= an class=3D"awspan" style=3D"letter-spacing:0.45pt"> incrementar la motivaci=C3=B3n</= span> y mejorar el proceso = de aprendizaje. De<sp= an class=3D"awspan" style=3D"letter-spacing:2.25pt"> acuerdo con Bengochea<span= class=3D"awspan" style=3D"letter-spacing:2.25pt"> (2021),= Lozada-=C3=81vila &</sp= an> Betancur (2018) y Gonz=C3= =A1lez </spa= n>(2019) concuerdan en </spa= n>que la gamific= aci=C3=B3n <= /span>en la educ= aci=C3=B3n <= /span>se basa en= <spa= n class=3D"awspan">la idea de que</span= > los juegos pueden<spa= n class=3D"awspan" style=3D"letter-spacing:0.65pt"> ser </= span>una forma efe= ctiva = de motivar a</span= > los estudiantes y<span= class=3D"awspan" style=3D"letter-spacing:0.65pt"> mejorar= su aprendizaje. Los<= span class=3D"awspan" style=3D"letter-spacing:1.85pt"> juegos pueden proporcionar</s= pan> un entorno de aprendizaje interactivo y atractivo<= /span> que puede ayudar<= span class=3D"awspan" style=3D"letter-spacing:-0.7pt"> a= los estudiantes<span= class=3D"awspan" style=3D"letter-spacing:-0.7pt"> a </spa= n>entender y recor= dar <s= pan class=3D"awspan">conceptos matem=C3=A1ticos.</p= >Adem=C3=A1s, H= ern=C3=A1ndez-Pe=C3=B1aranda et al.<= span class=3D"awspan" style=3D"letter-spacing:1.6pt"> (2020) aporta que la <s= pan class=3D"awspan">gamificaci=C3=B3n puede proporcionar= <span= class=3D"awspan">una forma de<spa= n class=3D"awspan" style=3D"letter-spacing:-0.6pt"> aprendizaje m=C3=A1s personalizada= . <spa= n class=3D"awspan">Los juegos a<sp= an class=3D"awspan" style=3D"letter-spacing:-0.6pt"> menudo permiten a los = estudiantes </sp= an>aprender a su<= span class=3D"awspan" style=3D"letter-spacing:1pt"> propio </= span>ritmo y de<s= pan class=3D"awspan" style=3D"letter-spacing:1pt"> acuerdo </= span>con sus propias</sp= an> habilidades. Los juegos tambi=C3=A9n</sp= an> pueden proporcionar una= retroalimentaci=C3=B3n inmediata, lo <= span class=3D"awspan">que puede ayudar a</s= pan> los estudiantes a<span= class=3D"awspan" style=3D"letter-spacing:2.2pt"> entender = d=C3=B3nde est=C3=A1n<= span class=3D"awspan" style=3D"letter-spacing:2.2pt"> cometiendo errores y c=C3=B3mo <= /span>pueden mejorar.<= span class=3D"awspan" style=3D"font-style:italic">Elementos de la Gamificac= i=C3=B3nSeg=C3=BAn</sp= an> Acosta-Yela et al.<s= pan class=3D"awspan" style=3D"letter-spacing:5.75pt"> (2022) en las = investigaciones indica que los componentes de gamificaci=C3=B3n= son </sp= an>din=C3=A1mica, mec=C3=A1nica= y </span= >componentes. Esto per= mite <spa= n class=3D"awspan">al estudiante entender e= l <span= class=3D"awspan">proceso de la<span= class=3D"awspan" style=3D"letter-spacing:0.1pt"> actividad= a desarrollarse.<span= class=3D"awspan" style=3D"letter-spacing:0.1pt"> En </span= >la figura 1<= span class=3D"awspan" style=3D"letter-spacing:0.1pt"> se </= span>observa a trav=C3=A9s de una pi= r=C3=A1mide.Figura 1Pir=C3=A1mide de los elementos de la gamific= aci=C3=B3n</div> Fuente: Ba= yindir & Karada=C4=9F (2019)Para profundizar, se ubica en </span= >primer lugar en= <spa= n class=3D"awspan">la pir=C3=A1mide la<= /span> <span= class=3D"awspan">din=C3=A1mica, ya que= <spa= n class=3D"awspan">son estas las que</spa= n> incentivan al usuario.</span= > De acuerdo con Ortiz-Col=C3=B3n et al. (2018) </= span>las mec=C3=A1nicas de<sp= an class=3D"awspan" style=3D"letter-spacing:0.6pt"> juego <= /span>no solo determ= inan <s= pan class=3D"awspan">las reglas, sino</span= > que influyen directamente</span= > en= la experiencia del<= span class=3D"awspan" style=3D"letter-spacing:-0.55pt"> jugador, permitiendo la</sp= an> interacci=C3=B3n y la</s= pan> creaci=C3=B3n de narrat= ivas = emergentes a trav=C3=A9s del sistema de juego, como = se muestra en la tabla 1. = Tabla 1Esquematizaci=C3= =B3n de las din=C3=A1micasPremioAvanzarLogrosCom= petenciaMoti= vaci=C3=B3nP= untos = = </span= > <= p class=3D"awdiv" style=3D"margin-right:1pt; margin-left:1pt; font-size:10p= t">Niveles<s= pan class=3D"awspan" style=3D"font-size:10pt"> </p= > <= span class=3D"awspan" style=3D"font-size:10pt"> Desaf=C3=ADos Clasificaci=C3=B3n Recompensa &#x= a0; </s= pan><s= pan> <div style=3D"margin-right:1pt; margin-left:1pt; borde= r-left:0.75pt solid #000000; clear:both"> = </= span> </p= > </div>1.2. = Operaciones eleme= ntales de matem=C3=A1ticasLa suma</s= pan> y la resta son = las primeras opera= ciones </span= >matem=C3=A1ticas que los </spa= n>estudiantes aprenden en<sp= an class=3D"awspan" style=3D"letter-spacing:0.05pt"> la </= span>escuela, as=C3=AD lo </spa= n>confirma Intriago (2021)<s= pan class=3D"awspan" style=3D"letter-spacing:0.05pt"> que = son la base= <span= class=3D"awspan">de la aritm=C3=A9tica</= span> y son esenciales para</sp= an> entender conceptos m=C3=A1s= <span= class=3D"awspan">avanzados. La suma</spa= n> implica combinar cantidades, mientras </s= pan>que la resta</= span> implica quitar una= cantidad de otra.<span= class=3D"awspan" style=3D"letter-spacing:0.65pt"> Estas <= /span>operaciones ayudan a<s= pan class=3D"awspan" style=3D"letter-spacing:0.25pt"> los = estudiantes a entender <= /span>los conceptos de <= span class=3D"awspan">m=C3=A1s y menos,</= span> y son fundamentales par= a <span= class=3D"awspan">la resoluci=C3=B3n de</sp= an> problemas cotidianos. 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Z1C4IgCPuP35k/jmPW1tbQWufOR18HblYT9iRCKwqUMYZOp8Pa2hrtdltSi4IgCDOIv9ja/b/X6= 7G2tkYQBBw/fnybnf9m2BNBK0ZnbhyMGyXgIrZi92VBEARhuilm5rTWxHFMo9FgYWGBUqm0Z9qw= ZzU0twrc7XQQBPmgtzRNSdN0r55KEARBOCT4GbwwDAmCgEqlQqVS2XO3400L2ridUUpRLpepVCr= 5YrogCMT8IQiCMGP4S7O01kRRRKVSYX5+njAM8xrbXrDnLkcnWlEUUavVgNH8qSAIgjA7OEFzGT= ytNdVqNRezvTQJ7ottXymVu1cqlcqOvR0FQRCE6cb5KNysS5d6LJVKeQpyr9KOeypoSqmRnfMVW= ERNEARBgGHqMQgCMQoKgiAIwjj+f5h3zyw7defUAAAAAElFTkSuQmCC" width=3D"436" heig= ht=3D"257" alt=3D"" style=3D"margin-left:-1pt; position:absolute" />= operaciones matem=C3=A1ticas= m=C3=A1s avanzadas que= se basan en = la <sp= an class=3D"awspan">suma y la<span= class=3D"awspan" style=3D"letter-spacing:3.65pt"> resta. = La multiplicaci=C3=B3n es</s= pan> una forma r=C3=A1pida</spa= n> de sumar grupos<spa= n class=3D"awspan" style=3D"letter-spacing:0.05pt"> de </s= pan>n=C3=BAmeros iguales,<s= pan class=3D"awspan" style=3D"letter-spacing:0.05pt"> mientras que la divisi=C3=B3n<= /span> es el proceso<sp= an class=3D"awspan" style=3D"letter-spacing:-0.4pt"> de </= span>repartir un = n=C3=BAmero <= /span>en grupos = iguales </spa= n>o determinar cu= =C3=A1ntas </= span>veces un n=C3=BAmero cabe en otro. 1.3. Gamificaci=C3=B3n y operaciones elementa= lesSeg=C3=BAn<s= pan class=3D"awspan" style=3D"letter-spacing:3.1pt"> la </s= pan>investigaci=C3=B3n realizada</sp= an> por Rosero-Guanot=C3=A1sig &= amp; <s= pan class=3D"awspan">Medina-Chicaiza (2021) la<span= class=3D"awspan" style=3D"letter-spacing:3.55pt"> gamificaci=C3=B3n como estrategia</= span> en las operaciones</span= > elementales permite al estudi= ante <s= pan class=3D"awspan">a practicar estas</spa= n> habilidades de una manera </s= pan>m=C3=A1s atractiva y <s= pan class=3D"awspan">motivadora. Esto puede proporcionar una retroalimentaci=C3=B3n= <span= class=3D"awspan">inmediata y permitir</s= pan> aprender a su propio ritmo. Adem=C3=A1s, puede</span= > proporcionar un entorno<= span class=3D"awspan" style=3D"letter-spacing:1.5pt"> de </= span>aprendizaje seguro.<spa= n class=3D"awspan" style=3D"letter-spacing:1.5pt"> Puede </= span>cometer errores y aprender </= span>de ellos sin</s= pan> temor a las r= epercusiones. = En un juego,<= /span> los errores son simplemente= oportunidades para aprende= r <span= class=3D"awspan">y mejorar. Esto<sp= an class=3D"awspan" style=3D"letter-spacing:3.3pt"> ayuda <= /span>a desarrollar = una mentalidad= de crecimiento, lo = que es fundamental</= span> para el aprendizaje= efectivo, fomenta la autonom=C3=ADa. </p= >1.4B= eneficios de la Gamificaci=C3=B3nLa gamificaci=C3=B3n ofrece</= span> una forma divertida</span= > y= efectiva de aprender, = transformando tareas poco</= span> atractivas en experien= cias = motivadoras. </s= pan>Al convertir las = lecciones en des= af=C3=ADos interactivos, no solo<spa= n class=3D"awspan" style=3D"letter-spacing:0.8pt"> captando= su atenci=C3=B3n,<spa= n class=3D"awspan" style=3D"letter-spacing:0.8pt"> sino </s= pan>que tambi=C3=A9n fomentando </= span>una conexi=C3=B3n m=C3=A1s</spa= n> profunda con los<span= class=3D"awspan" style=3D"letter-spacing:1.35pt"> contenidos. Esto mejora<spa= n class=3D"awspan" style=3D"letter-spacing:1.35pt"> significativamente la comprensi=C3= =B3n <= span class=3D"awspan">y la retenci=C3=B3n de lo aprendido,= ya que refuerzan conocimientos de manera pr=C3=A1ctica.Motivaci=C3= =B3n y compromisoSeg= =C3=BAn </spa= n>la investigaci=C3=B3n<span= class=3D"awspan" style=3D"letter-spacing:-0.6pt"> de </sp= an>Ortiz-Col=C3=B3n et al. </sp= an>(2018) manifiesta que </span= >la gamificaci=C3=B3n puede<= span class=3D"awspan" style=3D"letter-spacing:0.65pt"> aumentar la motivaci=C3=B3n</= span> y el compromiso<sp= an class=3D"awspan" style=3D"letter-spacing:0.65pt"> de </= span>los estudiantes, fundamental para el aprendizaje</span= > efectivo. Los juegos<spa= n class=3D"awspan" style=3D"letter-spacing:1.4pt"> pueden <= /span>hacer que el</= span> aprendizaje sea m=C3=A1s</sp= an> divertido y atractivo, lo</spa= n> que puede motivar a <s= pan class=3D"awspan">los estudiantes a</spa= n> participar m=C3=A1s activamente= en el proceso de aprendizaje.<p= class=3D"awdiv">Mejora = de la comprensi=C3=B3n y retenci=C3=B3nLa gamific= aci=C3=B3n, <= /span>al introducir elementos <= /span>l=C3=BAdicos en el </span= >aprendizaje, puede hacer que </= span>las operaciones matem=C3=A1ticas b=C3=A1sicas sean<= span class=3D"awspan" style=3D"letter-spacing:1.4pt"> m=C3=A1s atractivas para<sp= an class=3D"awspan" style=3D"letter-spacing:1.4pt"> los </s= pan>estudiantes. As=C3=AD mismo</sp= an> Fiestas & Founes<sp= an class=3D"awspan" style=3D"letter-spacing:3.1pt"> (2023) determinan que los<spa= n class=3D"awspan" style=3D"letter-spacing:3.1pt"> juegos <= /span>pueden presentar estos conceptos de una m= anera <= span class=3D"awspan">visual e interactiva,= lo que puede ayudarles = a entender d= e <span= class=3D"awspan">una = manera = m=C3=A1s intuitiva. = Por <sp= an class=3D"awspan">ejemplo, un juego</span= > puede presentar una<span= class=3D"awspan" style=3D"letter-spacing:2.1pt"> serie </s= pan>de objetos y des= afiarlos </spa= n>a sumar o<s= pan class=3D"awspan" style=3D"letter-spacing:3.3pt"> restar= lo que puede= ayudarles a visualizar</sp= an> y= entender estas operaciones.= <span= class=3D"awspan">Es as=C3=AD como= Vargas et al. (2021) </= span>=E2=80=9Cconcluye que<s= pan class=3D"awspan" style=3D"letter-spacing:-0.2pt"> el <= /span>juego al ser= <span= class=3D"awspan">comprendido como estrategia pedag=C3=B3gica, debe estar encaminado= por los doce= ntes <s= pan class=3D"awspan">como manera de aprende= r <spa= n class=3D"awspan">y divertirse al= mismo tiempo=E2=80=9D. Proporcionar<spa= n class=3D"awspan" style=3D"letter-spacing:3.45pt"> una </= span>pr=C3=A1ctica repetida<= span class=3D"awspan" style=3D"letter-spacing:3.45pt"> de las operaciones matem=C3=A1= ticas <= span class=3D"awspan">de una manera<= span class=3D"awspan" style=3D"letter-spacing:1.7pt"> divertida y atractiva,<span= class=3D"awspan" style=3D"letter-spacing:1.7pt"> lo </span= >cual ayuda a= liberar recursos cognitivos.<span= class=3D"awspan">Lo esencial de<spa= n class=3D"awspan" style=3D"letter-spacing:0.5pt"> la </spa= n>evaluaci=C3=B3n es proveer </spa= n>retroalimentaci=C3=B3n al<s= pan class=3D"awspan" style=3D"letter-spacing:0.5pt"> estudiante para que alcance= al menos los m=C3=ADnimos= establecidos para<sp= an class=3D"awspan" style=3D"letter-spacing:0.85pt"> desarrollar los aprendizajes,</sp= an> destrezas, habilidades y competencias del curr=C3=ADculo, aco= rde con los est=C3=A1ndares de calidad educativa (Ministerio de Educaci=C3= =B3n, 2023). <= /p>A trav=C3=A9s= <span= class=3D"awspan">de juegos ayuda<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> al alumno a identificar= y corregir errores </sp= an>r=C3=A1pidamente, lo que<= span class=3D"awspan" style=3D"letter-spacing:1.15pt"> puede ser muy motivador. Los estudiantes<spa= n class=3D"awspan" style=3D"letter-spacing:1.15pt"> pueden= ver el imp= acto <= span class=3D"awspan">directo de su esfue= rzo <sp= an class=3D"awspan">y dedicaci=C3=B3n, lo</= span> que tambi=C3=A9n les<= span class=3D"awspan" style=3D"letter-spacing:1.9pt"> ayuda= a consolidar su <sp= an class=3D"awspan">comprensi=C3=B3n de l= as operaciones matem=C3=A1ticas a largo plazo.1.4. Desaf=C3=ADos de la Gamificaci=C3=B3n<= /p>Aunque se</sp= an> aprecian diversos beneficio= s <spa= n class=3D"awspan">que la gamificaci=C3= =B3n <= span class=3D"awspan">puede ofrecer en</s= pan> la educaci=C3=B3n, tambi=C3=A9n<span= class=3D"awspan" style=3D"letter-spacing:0.75pt"> se </sp= an>enfrenta a algu= nos <s= pan class=3D"awspan">desaf=C3=ADos, es = as=C3=AD </sp= an>como Sabornido = et <sp= an class=3D"awspan">al. (2022) seg=C3=BAn = su <spa= n class=3D"awspan">investigaci=C3=B3n realizada<span= class=3D"awspan" style=3D"letter-spacing:2.8pt"> determina= qu=C3=A9; =E2=80=9C1.= No= todos los e= studiantes </s= pan>est=C3=A1n completamente compr= ometidos; </= span>2. Las tare= as <s= pan class=3D"awspan">no se completaron;= <spa= n class=3D"awspan">3. El desempe=C3=B1o= <spa= n class=3D"awspan">se vio comprometido y= 4. Surgieron problemas</sp= an> de actitud.=E2=80=9D. Esta</sp= an> revisi=C3=B3n result=C3=B3 e= n <span= class=3D"awspan">que, siempre existir=C3=A1n obst=C3=A1culos e inconvenientes,</= span> seg=C3=BAn c=C3=B3mo est= =C3=A9n </spa= n>planificados el = dise=C3=B1o <= /span>y la implementaci=C3=B3n. 1.5. Evaluaci= =C3=B3n de la efectividad de la gamificaci=C3=B3n en matem=C3=A1ticas</span= >Evaluar la= <spa= n class=3D"awspan">efectividad de la</s= pan> gamificaci=C3=B3n en ma= tem=C3=A1ticas es una oportunidad= para entender como<s= pan class=3D"awspan" style=3D"letter-spacing:4.35pt"> transformar el aprendizaje</span= > en una experiencia<spa= n class=3D"awspan" style=3D"letter-spacing:4.35pt"> m=C3=A1s motivadora y significativ= a. <sp= an class=3D"awspan">En la mayor=C3=ADa</s= pan> de ocasiones las<sp= an class=3D"awspan" style=3D"letter-spacing:0.15pt"> matem=C3=A1ticas se perciben</spa= n> como complejas o poco= atractivas, pueden convertirse<= /span> en un reto = divertido </sp= an>cuando integran e= lementos propios de la gami= ficaci=C3=B3n = que ayudan a= desarrollar habilidades c= omo <sp= an class=3D"awspan">el razonamiento l=C3=B3gico y resoluci= =C3=B3n de problemas de forma din=C3=A1mica. M=C3=A9todos de evaluaci=C3=B3nDe acuerdo con<span= class=3D"awspan" style=3D"letter-spacing:3.05pt"> los </s= pan>estudios realizados<span= class=3D"awspan" style=3D"letter-spacing:3.05pt"> Araya <= /span>et al. (2019= ) <spa= n class=3D"awspan">el efecto de<sp= an class=3D"awspan" style=3D"letter-spacing:3.05pt"> la gamificaci=C3=B3n en las</sp= an> matem=C3=A1ticas da un</= span> incremento en el</span= > aprendizaje de estas.</spa= n> Un estudio del Banco= Interamericano de Desarrollo</s= pan> (BID) en Chile muestra </= span>el proyecto, s= i <span= class=3D"awspan">ayuda a los estudiantes<= /span> en el aprendizaje,</spa= n> la actividad en la </spa= n>materia, un inte= r=C3=A9s </sp= an>reflejado en = un mejor rendimiento acad=C3=A9mico.Resultados y estudios que respald= an la efectividadTras<= /span> este estudio se<s= pan class=3D"awspan" style=3D"letter-spacing:2.65pt"> concluy=C3=B3 que la<span= class=3D"awspan" style=3D"letter-spacing:2.65pt"> gamificaci=C3=B3n s=C3=AD tiene</sp= an> un mejoramiento significativo en = el estudiante, cap= tando = la atenci=C3=B3n = por <s= pan class=3D"awspan">el aprendizaje de</s= pan> matem=C3=A1ticas y que, = al <sp= an class=3D"awspan">tener una estrategia<= /span> did=C3=A1ctica m=C3=A1s = atractiva, </= span>se logran mej= ores <= span class=3D"awspan">resultados. Tambi=C3=A9n Jama-Zambra= no <sp= an class=3D"awspan">& Cornejo-Zambrano (2023) </sp= an>manifiestan que en <s= pan class=3D"awspan">la educaci=C3=B3n = se <sp= an class=3D"awspan">ha revelado como una</s= pan> herramienta efectiva para</sp= an> mejorar el aprendizaje= de= las matem=C3=A1ticas.= Seg=C3=BAn</spa= n> los autores, esta estrategia = tiene un impa= cto <sp= an class=3D"awspan">significativo al captar= la atenci=C3=B3n del estud= iante </span= >de manera =C3= =BAnica </sp= an>y motivadora. La <= span class=3D"awspan">gamificaci=C3=B3n crea<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> un </= span>ambiente propicio<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> para el aprendizaje, fomentando</s= pan> el compromiso y<spa= n class=3D"awspan" style=3D"letter-spacing:0.05pt"> la </s= pan>participaci=C3=B3n de<sp= an class=3D"awspan" style=3D"letter-spacing:0.05pt"> los <= /span>estudiantes de forma l=C3=BAdica y entretenida.1.6. Plataformas gamificadas para aprendizaje de matem=C3=A1ti= casActualmente,= existen diversas plataformas<= /span> que aplican la<sp= an class=3D"awspan" style=3D"letter-spacing:2.75pt"> gamificaci=C3=B3n en la ense=C3= =B1anza </span= >de las matem=C3=A1t= icas, <= span class=3D"awspan">obteniendo resultados excelentes. Seg=C3=BAn= Sol=C3=ADs &<span= class=3D"awspan" style=3D"letter-spacing:0.2pt"> Cambo (2023) proponen que<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> las </= span>herramientas de ense=C3=B1anza gamificadas que<= span class=3D"awspan" style=3D"letter-spacing:2.55pt"> los profesores pueden utiliza= r <spa= n class=3D"awspan">en sus clases<s= pan class=3D"awspan" style=3D"letter-spacing:-0.1pt"> pueden hacer evolucionar</span= > la educaci=C3=B3n tradicional= <span= class=3D"awspan">y hacerla m=C3=A1s atra= ctiva = para los estudiant= es, <s= pan class=3D"awspan">permiti=C3=A9ndoles demostrar<= span class=3D"awspan" style=3D"letter-spacing:1.95pt"> habilidades matem=C3=A1ticas durante su fase d= e aprendizaje aritm=C3=A9tico. La </= span>herramienta Kahoot permite por sus <= span class=3D"awspan">m=C3=BAltiples ventajas de <= span class=3D"awspan">edici=C3=B3n aplicarse al proceso = de aprendizaje de </span= >la Suma de= n=C3=BAmeros naturales a</spa= n> trav=C3=A9s de un<spa= n class=3D"awspan" style=3D"letter-spacing:-0.5pt"> juego = denominado =E2=80=9CCofre = del <s= pan class=3D"awspan">tesoro=E2=80=9D, que involucra </= span>un tablero = de <sp= an class=3D"awspan">posiciones y recompen= sas <s= pan class=3D"awspan">por los logros alcan= zados. = Este permite mejorar= las habilidades matem=C3= =A1ticas </spa= n>y el razonamiento<= /span> l=C3=B3gico de los estudi= antes = mediante un juego,= <span= class=3D"awspan">mientras fomenta la</sp= an> motivaci=C3=B3n, la coopera= tividad y la confianza en sus capacidades.Genially <= /span>es una herra= mienta </span= >con m=C3=A1s faci= lidades </spa= n>para crear y</sp= an> editar plantillas de materi= ales <s= pan class=3D"awspan">para presentaci=C3=B3n o <spa= n class=3D"awspan">incluso gamificaci=C3=B3n que <= span class=3D"awspan">nos servir=C3=A1 para= incursionar en la Restas<= /span> de n=C3=BAmeros naturale= s. <sp= an class=3D"awspan">A trav=C3=A9s de</spa= n> un juego muy conocido = como lo es<= /span> =E2=80=9CPacman=E2=80=9D <sp= an class=3D"awspan">el cual ya<spa= n class=3D"awspan" style=3D"letter-spacing:1.55pt"> es </s= pan>una estrategia de <s= pan class=3D"awspan">gamificaci=C3=B3n como tal. </s= pan>Esta nos permi= tir=C3=A1 </s= pan>ayudar a la co= mprensi=C3=B3n del proceso de = la resta, creando<= /span> habilidades de trabajo</= span> en equipo, resoluci=C3=B3= n de problemas con actitudes de colaboraci=C3=B3n y compa=C3=B1erismo.</spa= n> 2.Metodolog=C3=ADa</s= pan>El dise= =C3=B1o </span= >de la investigaci= =C3=B3n </span= >adopta un dise=C3= =B1o <s= pan class=3D"awspan">mixto, integrando m=C3= =A9todos cualitativos y cuantitativos</spa= n> para examinar la eficacia </s= pan>de la gamificaci= =C3=B3n </span= >como estrategia did=C3=A1ctica</spa= n> en= la ense=C3=B1anza<spa= n class=3D"awspan" style=3D"letter-spacing:0.1pt"> de </spa= n>operaciones elementales<spa= n class=3D"awspan" style=3D"letter-spacing:0.1pt"> de </spa= n>matem=C3=A1ticas en EGB <= span class=3D"awspan">media, en el quinto</= span> a=C3=B1o. El tipo<spa= n class=3D"awspan" style=3D"letter-spacing:1.1pt"> de </spa= n>investigaci=C3=B3n es bibliogr=C3=A1fica y de campo, </span= >realizada dentro y= fuera </span= >de las instalacio= nes <s= pan class=3D"awspan">de la Unidad<= span class=3D"awspan" style=3D"letter-spacing:0.15pt"> Educativa "John Dalton"</span= > a= trav=C3=A9s de consultas en libros, revistas,</span= > internet, encuestas y<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> entrevistas. El nivel<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> de investigaci=C3=B3n es</spa= n> exploratorio y descriptivo. = La <sp= an class=3D"awspan">modalidad de investig= aci=C3=B3n </= span>combina el = m=C3=A9todo <= /span>inductivo, que va </span= >de lo particular a= lo general, y el = deductivo, que parte= de aseveraciones generales= a caracter=C3=ADsticas particulares</span= > del objeto de estudio. </sp= an>Los procedimientos incluyen </s= pan>la recolecci=C3=B3n de<s= pan class=3D"awspan" style=3D"letter-spacing:0.45pt"> datos mediante una ficha </s= pan>de observaci=C3=B3n<span= class=3D"awspan" style=3D"letter-spacing:0.45pt"> y </spa= n>una encuesta par= a <spa= n class=3D"awspan">determinar la calidad = de <sp= an class=3D"awspan">ense=C3=B1anza-aprendizaje que<= span class=3D"awspan" style=3D"letter-spacing:3.15pt"> se encuentra actualmente</spa= n> y posterior a la implementaci=C3=B3n se realizar=C3=A1= una nueva una nueva </sp= an>encuesta para c= onocer = la efectividad del uso de esta estrateg= ia.De acuerdo </sp= an>con Araca &= <span= class=3D"awspan">Pacompia, (2022) se=C3= =B1ala </span= >que la poblaci=C3= =B3n <= span class=3D"awspan">es =E2=80=9CEl universo o <= span class=3D"awspan">poblaci=C3=B3n puede = estar <= span class=3D"awspan">constituido por perso= nas, <s= pan class=3D"awspan">animales, registros m= =C3=A9dicos, los nacimientos, las muestras de laboratorio, los accidentes v= iales entre otros=E2=80=9D (p. 8)Seg=C3=BAn Araca & Pacompia (2022) indica que el muestreo s= e obtiene de =E2=80=9Cexaminar y obtener = resultados </= span>de una poblac= i=C3=B3n </sp= an>a la que= se puede acceder desde </= span>la poblaci=C3=B3n=E2=80=9D</sp= an> (p. 8). En la Unidad </s= pan>Educativa Particular<spa= n class=3D"awspan" style=3D"letter-spacing:0.45pt"> =E2=80=9CJhon Dalton=E2=80=9D, al<= /span> ser una muestra<s= pan class=3D"awspan" style=3D"letter-spacing:0.45pt"> peque=C3=B1a la muestra se= toma en cuenta = de <spa= n class=3D"awspan">la poblaci=C3=B3n total<= /span> de 35 estudiantes<sp= an class=3D"awspan" style=3D"letter-spacing:1.3pt"> del </s= pan>5to. A=C3=B1o E= GB. Media.3.ResultadosLos res= ultados </sp= an>de la encuest= a <sp= an class=3D"awspan">aplicada a los</spa= n> estudiantes de quinto</sp= an> a=C3=B1o de la<sp= an class=3D"awspan" style=3D"letter-spacing:-0.55pt"> Unidad Educativa John Dalton</sp= an> reflejan un impacto<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> positivo de la gamificaci=C3=B3n en el proceso </= span>de ense=C3=B1anza-aprendizaje de las operacione= s matem=C3=A1ticas elementales. = El 73.5%</s= pan> de los estudiantes</spa= n> mejor=C3=B3 su rendimient= o <sp= an class=3D"awspan">acad=C3=A9mico tras las = actividades gamificadas, con= un 23.5% autoevalu=C3=A1ndose= <span= class=3D"awspan">bien y ninguno<s= pan class=3D"awspan" style=3D"letter-spacing:0.25pt"> con = rendimiento deficiente. Adem= =C3=A1s, </sp= an>el 94.1% puede<= /span> resolver ejercicios, y</= span> el 82.4% entiende<= span class=3D"awspan" style=3D"letter-spacing:0.05pt"> mejor las matem=C3=A1ticas,= con <spa= n class=3D"awspan">un 11.8% tambi=C3=A9n= mejorando su comprensi=C3=B3n.<s= pan class=3D"awspan" style=3D"letter-spacing:1pt"> El = inter=C3=A9s en matem=C3= =A1ticas = aument=C3=B3 para el 88.2%, </span= >y un 79.4%<s= pan class=3D"awspan" style=3D"letter-spacing:1.7pt"> se </s= pan>siente motivado = para <s= pan class=3D"awspan">aprender, mientras q= ue <spa= n class=3D"awspan">el 82.4% disfruta estas= <span= class=3D"awspan">actividades, aunque un<= /span> 17.6% prefiere participa= r <spa= n class=3D"awspan">ocasionalmente. Los tiempos<span= class=3D"awspan" style=3D"letter-spacing:0.2pt"> dedicados= a la pr=C3= =A1ctica </spa= n>fuera del aula</sp= an> var=C3=ADan, con un<spa= n class=3D"awspan" style=3D"letter-spacing:0.2pt"> 35.3% </= span>dedicando 3 h= oras <s= pan class=3D"awspan">a la semana, 20.6%</sp= an> 5= horas, y o= tros <s= pan class=3D"awspan">distribuyendo su tiemp= o <span= class=3D"awspan">entre 1 y 4 <spa= n class=3D"awspan">horas. En la integraci= =C3=B3n </spa= n>de actividades = grupales, </s= pan>seg=C3=BAn la = escala </span= >del 1 al<s= pan class=3D"awspan" style=3D"letter-spacing:0.65pt"> 5, <= /span>donde 1 es</= span> nunca y 5 es muy </spa= n>frecuente, los e= studiantes </s= pan>se situaron con<= /span> el 38.2% la escala </span= >4 y el 26.5% </sp= an>la escala 5. Por<= /span> otro lado, sobre<spa= n class=3D"awspan" style=3D"letter-spacing:0.3pt"> el </spa= n>fomento de trabajo= en equipo y colaboraci=C3=B3n en una escala </spa= n>del 1 (No, para<= /span> nada) al 6 (Si, </sp= an>mucho) el 41.2%= <span= class=3D"awspan">escogi=C3=B3 el 6,</spa= n> y el 44.1% = califica </sp= an>con un 5 establ= eci=C3=A9ndose= solo un peld= a=C3=B1o </spa= n>por debajo. Finalm= ente, <= span class=3D"awspan">en la escala<s= pan class=3D"awspan" style=3D"letter-spacing:3.3pt"> del </= span>1 (nada participativo)<s= pan class=3D"awspan" style=3D"letter-spacing:6.3pt"> al </s= pan>5 (muy participa= tivo), = 58.8% escogi=C3=B3 5= , <span= class=3D"awspan">demostrando mayor participaci=C3=B3n en c= lase, y con un 29.4% calific=C3=A1ndola con un 4.3.1. An=C3=A1lisis <= /span>El an= =C3=A1lisis <= /span>de los resul= tados = obtenidos a trav= =C3=A9s </spa= n>de la encuesta</= span> aplicadas revela un impac= to <sp= an class=3D"awspan">positivo de la= gamificaci=C3=B3n en el</span= > proceso de ense=C3=B1anza-ap= rendizaje </s= pan>de las operaciones matem=C3=A1t= icas elementales.En el rendimiento acad=C3=A9mico, y capacidad</span= > para resolver ejercicios</spa= n> el hecho de que el </s= pan>73.5% de los</= span> estudiantes haya mejorado= <span= class=3D"awspan">su rendimiento acad=C3= =A9mico </spa= n>sugiere que la g= amificaci=C3=B3n no solo genera </spa= n>un entorno de</s= pan> aprendizaje m=C3=A1s din= =C3=A1mico, <= /span>sino que tam= bi=C3=A9n facilita la comprensi=C3=B3n<= /span> de las matem=C3=A1ticas.= <span= class=3D"awspan">Adem=C3=A1s, con un</sp= an> 94.1% de los estudiantes manifestando que pueden</= span> resolver cualquier ejerci= cio <s= pan class=3D"awspan">relacionado con oper= aciones elementales, queda demostrado</= span> que permiten un= aprendizaje m=C3=A1s efecti= vo <s= pan class=3D"awspan">y pr=C3=A1ctico. Esto refuerza la idea = de <sp= an class=3D"awspan">que la motivaci=C3=B3= n <spa= n class=3D"awspan">generada por el= juego mejora significativamen= te <sp= an class=3D"awspan">el rendimiento acad=C3=A9mico.Mejora en l= a comprensi= =C3=B3n, el 82.4%</spa= n> de los estudiantes<sp= an class=3D"awspan" style=3D"letter-spacing:1.25pt"> que <= /span>indicaron tener<span= class=3D"awspan" style=3D"letter-spacing:1.25pt"> un mejor= entendimiento de<span= class=3D"awspan" style=3D"letter-spacing:0.4pt"> las </spa= n>operaciones matem=C3=A1ticas,</spa= n> y = otro 11.8% q= ue <spa= n class=3D"awspan">tambi=C3=A9n mejor=C3=B3 su comprensi=C3=B3n, evidencian que= la= gamificaci=C3=B3n no<= span class=3D"awspan" style=3D"letter-spacing:1.6pt"> solo = motiva, sino = que <sp= an class=3D"awspan">refuerza la adquisici=C3=B3n<spa= n class=3D"awspan" style=3D"letter-spacing:-0.3pt"> de </s= pan>conceptos clave en <= span class=3D"awspan">el =C3=A1rea de</sp= an> matem=C3=A1ticas. La reducc= i=C3=B3n </sp= an>del porcentaje = de estudiantes<= span class=3D"awspan" style=3D"letter-spacing:1.15pt"> con dificultades de<sp= an class=3D"awspan" style=3D"letter-spacing:1.15pt"> comprensi=C3=B3n sugiere que</spa= n> la metodolog=C3=ADa gamifica= da <sp= an class=3D"awspan">es accesible para una amplia gama de habilidades.</span= >= Inter=C3=A9s y motivac= i=C3=B3n, el aumento</= span> en el inter=C3=A9s</spa= n> por las matem=C3=A1ticas,</s= pan> con un 88.2% de<s= pan class=3D"awspan" style=3D"letter-spacing:-0.45pt"> estudiantes m=C3=A1s intere= sados </span= >en la asignatur= a, <s= pan class=3D"awspan">demuestra el poten= cial = de la gamificaci= =C3=B3n para <= /span>revitalizar el inter=C3=A9s = por materias = que <sp= an class=3D"awspan">tradicionalmente son v= istas <= span class=3D"awspan">como dif=C3=ADciles o= poco <= span class=3D"awspan">atractivas. Esta cone= xi=C3=B3n </sp= an>entre inter=C3=A9s y <sp= an class=3D"awspan">motivaci=C3=B3n es cruc= ial, <s= pan class=3D"awspan">ya que un 79.4% </sp= an>de los estudiantes expres=C3=B3= sentirse motivado<sp= an class=3D"awspan" style=3D"letter-spacing:1.2pt"> para </= span>aprender despu=C3=A9s<sp= an class=3D"awspan" style=3D"letter-spacing:1.2pt"> de </sp= an>participar en e= stas actividades. La motivaci=C3=B3n</spa= n> es un factor clave </spa= n>para lograr que<= /span> los estudiantes se</span= > involucren activamente y, al mismo tiempo, impulsen su aprendiz= aje.Preferencia por la gamific= aci=C3=B3n, el hecho</sp= an> de que el 82.4= % <span= class=3D"awspan">de los estudiantes disfru= te <spa= n class=3D"awspan">de las actividades</span= > gamificadas y desee<span= class=3D"awspan" style=3D"letter-spacing:0.6pt"> continuar= participando siempre<= span class=3D"awspan" style=3D"letter-spacing:0.6pt"> en </= span>ellas, muestra que<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> este </= span>enfoque no = solo <= span class=3D"awspan">es efectivo desde</= span> una perspectiva pedag=C3= =B3gica, </sp= an>sino que tambi=C3=A9n<spa= n class=3D"awspan" style=3D"letter-spacing:1.75pt"> es </s= pan>bien recibido = por <s= pan class=3D"awspan">los estudiantes. Aun= que <s= pan class=3D"awspan">un peque=C3=B1o porc= entaje </span= >prefiera participar ocasionalmente,= queda claro que<spa= n class=3D"awspan" style=3D"letter-spacing:0.7pt"> la </spa= n>mayor=C3=ADa se s= iente <= span class=3D"awspan">atra=C3=ADda por este= tipo de din=C3=A1micas en el aula.<= /p>Fo= mento del</= span> trabajo</spa= n> en </span= >equipo <sp= an class=3D"awspan" style=3D"font-style:italic">y participaci=C3=B3n <sp= an class=3D"awspan" style=3D"font-style:italic">en clase, la </= span>gamificaci=C3=B3n ha mostrado<= /span> ser efectiva para= promover el trabajo<sp= an class=3D"awspan" style=3D"letter-spacing:0.35pt"> en </= span>equipo, con = el <sp= an class=3D"awspan">44.1% calificando est= e aspecto </sp= an>con un 5<s= pan class=3D"awspan" style=3D"letter-spacing:2.3pt"> y </sp= an>un 41.2% d=C3=A1n= dole <s= pan class=3D"awspan">la puntuaci=C3=B3n m= =C3=A1xima. </= span>Este dato refue= rza <sp= an class=3D"awspan">la importancia de int= egrar = din=C3=A1micas colaborativas= dentro del proceso<sp= an class=3D"awspan" style=3D"letter-spacing:-0.1pt"> educativo. En cuanto a<s= pan class=3D"awspan" style=3D"letter-spacing:0.5pt"> la </s= pan>participaci=C3=B3n en<spa= n class=3D"awspan" style=3D"letter-spacing:0.5pt"> clase, <= /span>el 58.8% de</s= pan> los estudiantes consider=C3= =B3 <sp= an class=3D"awspan">que su implicaci=C3=B3n= en el aula mejor=C3=B3</= span> significativamente gracias a <s= pan class=3D"awspan">la gamificaci=C3=B3n, lo <= span class=3D"awspan">que subraya su</spa= n> capacidad para generar un ambiente de mayor participaci=C3=B3n= y compromiso.4.ConclusionesLa = aplicaci=C3=B3n de la gamif= icaci=C3=B3n <= /span>como estrategia did=C3=A1ctica en el apre= ndizaje </span= >de las operaciones elementales= de matem=C3=A1ticas<= span class=3D"awspan" style=3D"letter-spacing:2.85pt"> para estudiantes de<sp= an class=3D"awspan" style=3D"letter-spacing:2.85pt"> Educaci=C3=B3n General B=C3=A1sica media </spa= n>es una iniciativ= a <spa= n class=3D"awspan">innovadora que mejor= =C3=B3 </span= >la motivaci=C3=B3n, la = participaci=C3=B3n y el rendimiento acad=C3=A9mico. Esta</spa= n> estrategia logr=C3=B3 revitaliz= ar <spa= n class=3D"awspan">la ense=C3=B1anza matem= =C3=A1tica tradicional al transformar</span= > la= experiencia educativa= en= una m=C3=A1s atractiva </s= pan>y din=C3=A1mica, fomentando</spa= n> habilidades como la<s= pan class=3D"awspan" style=3D"letter-spacing:1.45pt"> resoluci=C3=B3n de problemas,</s= pan> el pensamiento cr=C3=ADtic= o <spa= n class=3D"awspan">y la creatividad, al</= span> mismo tiempo permiti=C3= =B3 <s= pan class=3D"awspan">generar un cambio</s= pan> positivo en la<span= class=3D"awspan" style=3D"letter-spacing:1.15pt"> actitud= de los estudiantes<s= pan class=3D"awspan" style=3D"letter-spacing:2.75pt"> hacia las matem=C3=A1ticas,</spa= n> incentivando un mayor= inter=C3=A9s y motivaci=C3=B3= n <spa= n class=3D"awspan">por aprender, </s= pan>lo que logr=C3= =B3 <sp= an class=3D"awspan">un entorno educativo</s= pan> m=C3=A1s estimulante y= efectivo para los educandos.</s= pan> Esta estrat= egia <s= pan class=3D"awspan">ha demostrado ser</spa= n> una herramienta altamente</span= > efectiva para mejorar el</span= > proceso de ense=C3=B1anza-ap= rendizaje </s= pan>en los estudia= ntes <= span class=3D"awspan">de quinto a=C3=B1o<= /span> de la Unidad Educativa</= span> John Dalton, espec=C3=ADf= icamente </sp= an>en el =C3=A1rea= <span= class=3D"awspan">de las operaciones mate= m=C3=A1ticas = elementales. Los<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> resultados de las = encuestas </s= pan>aplicadas antes y <s= pan class=3D"awspan">despu=C3=A9s de la i= mplementaci=C3=B3n de la e= strategia </sp= an>gamificada reflejan un <= span class=3D"awspan">impacto significativo tanto = en el rendimiento acad=C3=A9mico com= o en la motivaci=C3=B3n y participaci=C3=B3n de los estudiantes.= En t=C3=A9rminos<= /span> de rendimiento<= /span> acad=C3=A9mi= co, el 73.5%<= /span> de los estudiantes= mejor=C3=B3 sus calificaciones tras = participar en acti= vidades </spa= n>gamificadas, lo = que <s= pan class=3D"awspan">sugiere que el</span= > uso de elementos l=C3=BAdicos= <span= class=3D"awspan">dentro del aula<= span class=3D"awspan" style=3D"letter-spacing:0.75pt"> no solo incrementa<spa= n class=3D"awspan" style=3D"letter-spacing:0.75pt"> el </s= pan>inter=C3=A9s de los </span= >estudiantes, sino que tambi=C3=A9n facilita una<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> mejor = comprensi=C3=B3n de<s= pan class=3D"awspan" style=3D"letter-spacing:2.55pt"> los = contenidos. Este<span= class=3D"awspan" style=3D"letter-spacing:2.55pt"> aumento= en el rendimiento<sp= an class=3D"awspan" style=3D"letter-spacing:-0.15pt"> se = vio reforzado por </s= pan>el hecho de<= /span> <span= class=3D"awspan">que el 94.1%<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> de los estudiantes<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> declar=C3=B3 que ahora es</s= pan> capaz de resolver<s= pan class=3D"awspan" style=3D"letter-spacing:0.45pt"> ejercicios de matem=C3=A1ticas<= /span> con mayor facilidad,</sp= an> lo que indica que<sp= an class=3D"awspan" style=3D"letter-spacing:1.8pt"> la </sp= an>gamificaci=C3=B3n ofrece<s= pan class=3D"awspan" style=3D"letter-spacing:1.8pt"> una </= span>v=C3=ADa efectiva para </span= >aplicar los concept= os <spa= n class=3D"awspan">aprendidos de manera pr=C3=A1ctica.</spa= n>Un aspecto= <span= class=3D"awspan">crucial de los<s= pan class=3D"awspan" style=3D"letter-spacing:2.55pt"> resultados es la mejora en la comprensi=C3=B3n de las matem= =C3=A1ticas. = El 82.4% = de <sp= an class=3D"awspan">los estudiantes afirm= =C3=B3 </span= >que entiende mejo= r <spa= n class=3D"awspan">los conceptos despu=C3=A9s de <spa= n class=3D"awspan">la implementaci=C3=B3n de<= /span> la= estrategia gamificada,<= span class=3D"awspan" style=3D"letter-spacing:3pt"> mientras = que un 11.8% adic= ional </span= >tambi=C3=A9n report=C3=B3<= span class=3D"awspan" style=3D"letter-spacing:-0.55pt"> avances en su comprensi=C3=B3n. Esto evidencia</= span> que la gamificaci=C3= =B3n no </span= >solo motiva a</span= > los estudiantes, sino<sp= an class=3D"awspan" style=3D"letter-spacing:1.4pt"> que </s= pan>tambi=C3=A9n apoya el = desarrollo de habili= dades cognitivas fundamentales, permitiendo= que una mayor proporci=C3=B3n de estudiantes= se aproxime a los contenidos = con =C3=A9xito. La <= span class=3D"awspan">reducci=C3=B3n del n= =C3=BAmero </s= pan>de estudiantes c= on dificultades = para entender las= matem=C3=A1ticas sugiere que</sp= an> esta= metodolog=C3=ADa es<spa= n class=3D"awspan" style=3D"letter-spacing:1pt"> inclusiva </= span>y puede beneficiar a estudiantes con distintos = niveles de habilidad.En cuanto = a <spa= n class=3D"awspan">la motivaci= =C3=B3n e</= span> inter=C3=A9s= , el 88.2%<= /span> de los estudiantes</span= > manifest=C3=B3 un mayor inter= =C3=A9s </spa= n>por las matem=C3= =A1ticas </sp= an>despu=C3=A9s de participar= en estas = actividades. = Este dato = es especialmente relevante, dado<s= pan class=3D"awspan" style=3D"letter-spacing:0.25pt"> que = las matem=C3=A1ticas<= span class=3D"awspan" style=3D"letter-spacing:0.25pt"> suelen ser una asignatura vista como complicada</spa= n> o poco atractiva<span= class=3D"awspan" style=3D"letter-spacing:2.55pt"> por </s= pan>muchos estudiantes.<span= class=3D"awspan" style=3D"letter-spacing:2.55pt"> La </sp= an>gamificaci=C3=B3n, al<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> introducir elem= entos </span= >como puntos, ni= veles </span= >y recompensas, transforma = la experiencia de </s= pan>aprendizaje en algo = din=C3=A1mico </= span>y atractivo, lo</sp= an> que = resulta en una</s= pan> mayor disposici=C3=B3n por<s= pan class=3D"awspan" style=3D"letter-spacing:1pt"> parte </sp= an>de los estudiantes para = involucrarse en = el <sp= an class=3D"awspan">aprendizaje de manera= <span= class=3D"awspan">activa. Adem=C3=A1s, = el <sp= an class=3D"awspan">79.4% de los estudian= tes <s= pan class=3D"awspan">indic=C3=B3 que se</= span> siente m=C3=A1s motivado<= /span> para aprender, lo= que subraya el impacto= emocional positivo de<= span class=3D"awspan" style=3D"letter-spacing:-0.3pt"> las din=C3=A1micas, que</span= > logran no solo captar <= /span>la atenci=C3=B3n de </spa= n>los estudiantes, sino tambi=C3=A9n mantenerla a lo= largo del tiempo.Un</= span> dato interesante es</s= pan> que el disfrute de las ac= tividades </= span>tambi=C3=A9n fue muy </= span>alto, con un 82.4% </span= >de los estudiante= s <spa= n class=3D"awspan">afirmando que les</spa= n> gustaron las actividades</sp= an> y que preferir=C3=ADan segu= ir <sp= an class=3D"awspan">participando en ellas= <span= class=3D"awspan">en el futuro.<sp= an class=3D"awspan" style=3D"letter-spacing:1.45pt"> Aunque un 17.6% = manifest=C3=B3 que le = gustar=C3=ADa participar ocasionalmente, = es <sp= an class=3D"awspan">evidente que la</span= > gran mayor=C3=ADa de<s= pan class=3D"awspan" style=3D"letter-spacing:0.55pt"> los = estudiantes encuentra estas<= /span> <span= class=3D"awspan">din=C3=A1micas atractivas y </spa= n>estimulantes. Esto<span= class=3D"awspan" style=3D"letter-spacing:-0.15pt"> refuerza la idea de </span= >que la gamifica= ci=C3=B3n </= span>no solo es efec= tiva <s= pan class=3D"awspan">desde una perspectiva<= /span> pedag=C3=B3gica, sino que</= span> tambi=C3=A9n es percibida</s= pan> como algo positivo por= los propios estudiantes,</span= > lo= cual es fund= amental </span= >para su =C3=A9xito<= /span> a largo plazo.Otro punto relevant= e <span= class=3D"awspan">es el fomento del tr= abajo en</sp= an> equipo<s= pan class=3D"awspan">. La gamificaci=C3=B3n= ha demostrado ser una</spa= n> estrategia efectiva para= promover la colaboraci=C3=B3n<= /span> entre los estudiantes. El</= span> 44.1% calific=C3=B3 el</span= > trabajo en equipo<span= class=3D"awspan" style=3D"letter-spacing:0.2pt"> con </spa= n>una puntuaci=C3=B3n de <s= pan class=3D"awspan">5, y un 41.2% le <= /span>dio la cal= ificaci=C3=B3n m=C3=A1s alta,<sp= an class=3D"awspan" style=3D"letter-spacing:-0.15pt"> lo = que indica que </span= >los estudiantes valoran </s= pan>positivamente las din=C3=A1mic= as <sp= an class=3D"awspan">grupales promovidas = a <spa= n class=3D"awspan">trav=C3=A9s de la</spa= n> gamificaci=C3=B3n. La integr= aci=C3=B3n </= span>de actividades colaborativas</= span> dentro del proceso<sp= an class=3D"awspan" style=3D"letter-spacing:3.2pt"> de </sp= an>ense=C3=B1anza es crucial, </sp= an>no solo para</spa= n> desarrollar competencias acad=C3=A9micas,</sp= an> sino tambi=C3=A9n habili= dades </span= >sociales que so= n <sp= an class=3D"awspan">esenciales en la</s= pan> vida cotidiana.En cuanto<sp= an class=3D"awspan" style=3D"letter-spacing:2.25pt"> a </s= pan>la = participaci=C3=B3n en = clase, </span= >el 58.8% de</span= > los estudiantes otorg=C3=B3</= span> la calificaci=C3=B3n m=C3=A1s alta </span= >a su propia<= span class=3D"awspan" style=3D"letter-spacing:0.1pt"> participaci=C3=B3n, mientras que</= span> un 29.4% la evalu=C3=B3 <= /span>con una puntuaci=C3=B3n= de </spa= n>4. Este dato<sp= an class=3D"awspan" style=3D"letter-spacing:2pt"> subraya </s= pan>la capacidad de</spa= n> la <= /span>gamificaci=C3=B3n para<sp= an class=3D"awspan" style=3D"letter-spacing:2pt"> generar </s= pan>un entorno de aula </spa= n>m=C3=A1s participativo,<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> donde los estudiantes</spa= n> se sienten m=C3=A1s</span= > comprometidos e involucrados en <sp= an class=3D"awspan">el proceso de<sp= an class=3D"awspan" style=3D"letter-spacing:1.2pt"> aprendizaje. El hecho de = que los estudiantes<= /span> valoren su propia particip= aci=C3=B3n </= span>como alta ref= leja <= span class=3D"awspan">el =C3=A9xito de</s= pan> la estrategia para<= span class=3D"awspan" style=3D"letter-spacing:1.45pt"> crear un ambiente donde se si= entan activos y responsables de su propio aprendizaje.En conclusi=C3=B3n,</span= > se= presenta como una = estrategia pedag=C3=B3gica<sp= an class=3D"awspan" style=3D"letter-spacing:1.1pt"> eficaz = no solo para = mejorar </span= >el rendimiento acad= =C3=A9mico </s= pan>en =C3=A1reas c= omo <sp= an class=3D"awspan">las matem=C3=A1ticas, s= ino <sp= an class=3D"awspan">tambi=C3=A9n para aumentar la = motivaci=C3=B3n, el inter=C3=A9s = y la particip= aci=C3=B3n </s= pan>de los estudiant= es <spa= n class=3D"awspan">en el aula. La combinaci=C3=B3n de elementos</spa= n> l=C3=BAdicos con objetivos</= span> educativos permite a</spa= n> los estudiantes aprender de<= /span> manera m=C3=A1s efectiva= <span= class=3D"awspan">y disfrutar del<= span class=3D"awspan" style=3D"letter-spacing:3.05pt"> proceso, creando un<sp= an class=3D"awspan" style=3D"letter-spacing:3.05pt"> ambiente de aprendizaje positivo</= span> y din=C3=A1mico. Adem=C3=A1s= , <span= class=3D"awspan">el fomento del<spa= n class=3D"awspan" style=3D"letter-spacing:0.6pt"> trabajo = en equipo y= la mejora en la<spa= n class=3D"awspan" style=3D"letter-spacing:1.1pt"> comprensi=C3=B3n de los contenidos = sugieren que la <s= pan class=3D"awspan">gamificaci=C3=B3n es una <s= pan class=3D"awspan">metodolog=C3=ADa inclusiva, capaz</spa= n> de= adaptarse a = las <sp= an class=3D"awspan">necesidades de estudian= tes <sp= an class=3D"awspan">con diferentes niveles<= /span> de habilidad. Por todo</spa= n> ello, la implementaci=C3=B3n</s= pan> de este tipo = de <spa= n class=3D"awspan">estrategias en el= curr=C3=ADculo educativo tiene el </spa= n>potencial de transformar= la experiencia<span= class=3D"awspan" style=3D"letter-spacing:-0.45pt"> de </= span>ense=C3=B1anza-aprendizaje en= <spa= n class=3D"awspan">un proceso m=C3=A1s significativo y satisfactorio para l= os estudiantes.5.Conflicto de interesesLos autores<s= pan class=3D"awspan" style=3D"letter-spacing:2.1pt"> declaran que no e= xiste <= span class=3D"awspan">conflicto de interese= s <span= class=3D"awspan">en relaci=C3=B3n con</spa= n> el= art=C3=ADculo presentado.6.Declaraci=C3=B3n de contribuci=C3=B3n de los autoresTodos autores contribuyeron significativa= mente en la elaboraci=C3=B3n del art=C3=ADculo.7.Costos= de financiamiento La<= /span> <span= class=3D"awspan">presente investigaci=C3=B3n<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> fue <= /span>financiada en su </sp= an>totalidad con fondos </sp= an>propios de lo= s <sp= an class=3D"awspan">autores.8.Referencias Bibliogr=C3= =A1ficasAcosta-Yela, M= . T., Aguayo-Litardo, J. P., Ancajima-Mena, S. D., & Delgado-Ram=C3=ADr= ez, J. C. (2022). Recursos educativos basados en gamificaci=C3=B3n. = Revista Docentes 2.0, 14= (1), 28=E2=80=9335. <a href=3D"https:/= /doi.org/10.37843/rted.v14i1.297" style=3D"text-decoration:none"></a><p= class=3D"awdiv"><a href=3D"https://doi.org/10.37843/rted.v14i1.297" style= =3D"text-decoration:none">https://doi.org/10.37843/rted.v14i1.297</a>= Araca Cauna, L. E., & Pac= ompia Coari, P. (2022). 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MIME-Version: 1.0 Content-Disposition: inline; filename="document.html" Content-Type: text/html; charset="utf-8" Content-Transfer-Encoding: quoted-printable Content-Location: document.html </title= ><style type=3D"text/css">@page Section_1 { size:612pt 792pt; margin:70.85p= t }div.Section_1 { page:Section_1 }body { font-family:'Times New Roman'; fo= nt-size:12pt }h1, h2, h3, h4, h5, h6, p { margin:0pt }h1 { margin-top:12pt;= margin-bottom:0pt; page-break-inside:avoid; page-break-after:avoid; font-f= amily:'Times New Roman'; font-size:24pt; font-weight:bold; font-style:norma= l; color:#2f5496 }h2 { margin-top:2pt; margin-bottom:0pt; page-break-inside= :avoid; page-break-after:avoid; font-family:'Times New Roman'; font-size:18= pt; font-weight:bold; font-style:normal; color:#2f5496 }h3 { margin-top:2pt= ; margin-bottom:0pt; page-break-inside:avoid; page-break-after:avoid; font-= family:'Times New Roman'; font-size:14pt; font-weight:bold; font-style:norm= al; color:#1f3763 }h4 { margin-top:2pt; margin-bottom:0pt; page-break-insid= e:avoid; page-break-after:avoid; font-family:'Times New Roman'; font-size:1= 2pt; font-weight:bold; font-style:normal; color:#2f5496 }h5 { margin-top:2p= t; margin-bottom:0pt; page-break-inside:avoid; page-break-after:avoid; font= -family:'Times New Roman'; font-size:10pt; font-weight:bold; font-style:nor= mal; color:#2f5496 }h6 { margin-top:2pt; margin-bottom:0pt; page-break-insi= de:avoid; page-break-after:avoid; font-family:'Times New Roman'; font-size:= 8pt; font-weight:bold; font-style:normal; color:#1f3763 }.awdiv { font-size= :12pt }span.Heading1Char { font-family:'Calibri Light'; font-size:16pt; col= or:#2f5496 }span.Heading2Char { font-family:'Calibri Light'; font-size:13pt= ; color:#2f5496 }span.Heading3Char { font-family:'Calibri Light'; font-size= :12pt; color:#1f3763 }span.Heading4Char { font-family:'Calibri Light'; font= -style:italic; color:#2f5496 }span.Heading5Char { font-family:'Calibri Ligh= t'; color:#2f5496 }span.Heading6Char { font-family:'Calibri Light'; color:#= 1f3763 }span.awspan { font-size:12pt; color:#000000 }</style></head><body><= div class=3D"Section_1"><a id=3D"_Hlk184753281"></a><s= pan class=3D"awspan" style=3D"font-size:18pt; font-weight:bold">La gamifica= ci=C3=B3n como estrategia did=C3=A1ctica en el proceso de ense=C3=B1anza-ap= rendizaje de matem=C3=A1ticasGamification as a didactic strategy in = the teaching-learning process of mathematicsJuana Edi= lma Apugll=C3=B3n Guaita., Carlos Adolfo Arriaga Cueva., Esther Lucrecia Ca= rlin Ch=C3=A1vez., & Milton Maridue=C3=B1a Arroyave.<sp= an class=3D"awspan" style=3D"font-size:6.5pt; font-weight:bold">1</p= >Juana Edilma Apugll=C3= =B3n Guaita<a href=3D"https://orcid.org/0009-0005-6803-6661" style=3D"text-d= ecoration:none">https://orcid.org/0009-0005-6803-6661</a> Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1= n, Ecuador.M= aestr=C3=ADa en Educaci=C3=B3n<a href=3D"mailto:jeapugllong@ube.edu.ec" styl= e=3D"text-decoration:none">jeapugllong@ube.edu.ec</a> 2<a id=3D"_Hlk1847536= 83"></a>Carlos Adolfo Arria= ga Cueva<a href=3D"https://orcid.org/0009-0009-7566-5713" style=3D"text-deco= ration:none">https://orcid.org/0009-0009-7566-5713</a> Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n= , Ecuador.Ma= estr=C3=ADa en Educaci=C3=B3n<a href=3D"mailto:caarriagac@ube.edu.ec" style= =3D"text-decoration:none">caarriagac@ube.edu.ec</a> 3<a id=3D"_Hlk1847537= 07"></a>Esther Lucrecia Car= lin Ch=C3=A1vez<a href=3D"https://orcid.org/0000-0002-5262-1533" style=3D"te= xt-decoration:none">https://orcid.org/0000-0002-5262-1533</a> Universidad Estatal de Milagro (UNEMI), Ecuador= <= a href=3D"mailto:ecarlinc@unemi.edu.ec" style=3D"text-decoration:none"><spa= n class=3D"awspan" style=3D"font-size:10pt; text-decoration:underline">ecar= linc@unemi.edu.ec</a> <= /span>4<a id=3D"_Hlk184753716"></a>Milton Maridue=C3=B1a Arroyave<a href=3D"https://o= rcid.org/0000-0002-8876-1896" style=3D"text-decoration:none">https://orcid.= org/0000-0002-8876-1896</a>&= #xa0;Univers= idad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador. Guayaquil, Ecuador= .= <a href=3D"mailto:mrmariduenaa@ube.edu.ec" style=3D"text-decoration:none"><= span class=3D"awspan" style=3D"font-size:10pt; text-decoration:underline">m= rmariduenaa@ube.edu.ec</a>&#= xa0; <div style=3D"margin-right:1pt; margin-left:1pt; border-lef= t:0.75pt solid #000000; clear:both"> <spa= n> = 0; </sp= an> </p= > <span= > = ; </spa= n> = </div><a id=3D"_heading_h.gjdgxs"></a><s= pan class=3D"awspan" style=3D"font-size:10pt; font-weight:bold">Art=C3=ADcu= lo de Investigaci=C3=B3n Cient=C3=ADfica y Tecnol=C3=B3gica<= span class=3D"awspan" style=3D"font-size:10pt">Enviado: 10/12/2024</= p>Revisado: = Aceptado: <p= class=3D"awdiv" style=3D"margin-right:1pt; margin-left:1pt; font-size:10pt= ">Publicado:= DOI: C=C3=ADtese: </spa= n>DATOS REVISTA</sp= an>DATOS REVISTA</s= pan>DATOS REVISTA</= span><img src=3D"data:image/png;base64,iVBORw0KGgoA= AAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQ= 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kSZ4W8792/z9UO8lkMkRRRC6XI5fLfzKoudH8TXUfTYXDTTUjP0ahUPDCCy/w+OOPo1T+56SOvX= jx4sWLl/9Ubkpw43K5qKqqwmq1XtekzzPRTQpu/kj+iGNsKnzV6/XXqaW8ePHixYsXLzefmxLce= PHixYsXL168/Ltw01zBvXjx4sWLFy9e/h3wBjdevHjx4sWLl/8qflOFa0lJiVfq7MWLFy9evHj5= l9LULPYnt/+Wna1cufInu/968eLFixcvXrz8MwgKCmL+/Pk/ud1bUOzFixcvXrx4+a/CW3PjxYs= XL168ePmvwhvcePHixYsXL17+q/AGN168ePHixYuX/yr+P0ptXFlFWDFDAAAAAElFTkSuQmCC" = width=3D"567" height=3D"140" alt=3D"" style=3D"margin-left:-1pt; position:a= bsolute" />Palabra= s claves: Gamificaci=C3= =B3n, matem=C3=A1ticas, estrategia did=C3=A1ctica, rendimiento acad=C3=A9mi= co, inter=C3=A9s estudiantil.Resumen Introducci=C3=B3n: La b=C3=BAsqueda= de </spa= n>estrategias efectivas = para mejorar <= /span>la ense=C3=B1anza de = las matem=C3=A1ticas es <sp= an class=3D"awspan">crucial. La gamificaci=C3=B3n,<s= pan class=3D"awspan" style=3D"letter-spacing:5.5pt"> como <= /span>alternativa innovadora,= revitaliza la ense=C3=B1anza t= radicional </s= pan>y mejora la</spa= n> motivaci=C3=B3n, el compromiso = y el rendimiento acad=C3=A9mico</= span> de = los estudiantes d= e 5TO. A=C3=B1o EGB media<= span class=3D"awspan" style=3D"letter-spacing:3pt"> en </span= >la Unidad Educativa</sp= an> "Jhon Dalton" en la = provincia </sp= an>de Santo Domingo<= /span> de los Ts=C3=A1chilas.</s= pan> Este estudio analiza el</span= > impacto de la gamificaci=C3=B3n en la e= nse=C3=B1anza = de operaciones matem=C3=A1ti= cas <s= pan class=3D"awspan">b=C3=A1sicas, aportando evidencia= para dise=C3=B1ar intervenci= ones <s= pan class=3D"awspan">educativas m=C3=A1s e= fectivas. Obje= tivo: Elaborar una<spa= n class=3D"awspan" style=3D"letter-spacing:4.7pt"> estrategia did=C3=A1ctica de<s= pan class=3D"awspan" style=3D"letter-spacing:4.7pt"> gamificaci=C3=B3n en el proceso</sp= an> de ense=C3=B1anza de= las operaciones elementales</= span> de matem=C3=A1ticas para = mejorar </spa= n>la motivaci=C3=B3n de = los estudiantes = 5to. EGB </spa= n>media, de la</span= > Unidad Educativa =E2=80=9CJhon<= /span> Dalton=E2=80=9D. Metodolog=C3=ADa: El</spa= n> enfoque mixto integra= m=C3=A9todos cualitativos y = cuantitativos= al examinar la <= span class=3D"awspan">eficacia de la</spa= n> gamificaci=C3=B3n combinando la exploraci=C3=B3n detallada mediante</= span> una gu=C3=ADa de observac= i=C3=B3n </spa= n>y un pre-test</spa= n> para la obtenci=C3=B3n<s= pan class=3D"awspan" style=3D"letter-spacing:0.6pt"> de </s= pan>resultados del alumnado.<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> Para evaluar el impacto, = se aplica = un <sp= an class=3D"awspan">pos-test m=C3=A1s los resultados <= /span>de la evalua= ci=C3=B3n </s= pan>sumativa con = las <s= pan class=3D"awspan">que obtendremos datos = para <s= pan class=3D"awspan">el an=C3=A1lisis cuant= itativo. </spa= n>Resultados: <spa= n class=3D"awspan">los resultados de= la= encuesta aplicada<sp= an class=3D"awspan" style=3D"letter-spacing:2.6pt"> a </spa= n>los estudiantes e= l 73.5% </span= >de los estudiantes<= /span> mejor=C3=B3 su rendimiento<= /span> acad=C3=A9mico tras las a= ctividades. </= span>Adem=C3=A1s, el 94.1% = puede resolver ejercicios,<sp= an class=3D"awspan" style=3D"letter-spacing:2.7pt"> y </spa= n>el 82.4% entiende<= /span> mejor las matem=C3=A1ticas.= El inter=C3=A9s en matem= =C3=A1ticas <= /span>aument=C3=B3 para<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> el </sp= an>88.2%, y un</sp= an> 79.4% se siente motivado</= span> para aprender, mientra= s <sp= an class=3D"awspan">que el 82.4%= disfruta estas actividades, a= unque <= span class=3D"awspan">un 17.6% prefiere</sp= an> participar ocasionalmente. Finalmente,= en= la escala d= el <spa= n class=3D"awspan">1 (nada participativo) a= l <span= class=3D"awspan">5 (muy participativo),</s= pan> 58.8% escogi=C3=B3 5, demostr= ando <s= pan class=3D"awspan">mayor participaci=C3=B3n en <= span class=3D"awspan">clase, y con<s= pan class=3D"awspan" style=3D"letter-spacing:1.5pt"> un </s= pan>29.4% calific=C3=A1ndola con</s= pan> un 4. Conclusi=C3=B3n: esta iniciativa</= span> innovadora mejor=C3=B3 la motivaci=C3=B3n y el rendi= miento = acad=C3=A9mico, que se refleja= en los resultados = obtenidos. El hallazgo se evidenci=C3=B3<= span class=3D"awspan" style=3D"letter-spacing:-0.25pt"> al integrar la gamificaci=C3=B3= n <span= class=3D"awspan">con todos sus<span= class=3D"awspan" style=3D"letter-spacing:0.5pt"> elementos= enfocada al curr=C3=ADculo<= /span> vigente del Ecuador,</sp= an> utilizando medios tecnol=C3= =B3gicos y </= span>f=C3=ADsicos, disminuyendo</sp= an> el impacto de la </span= >brecha social, logrando<spa= n class=3D"awspan" style=3D"letter-spacing:3.8pt"> un </spa= n>proceso de ense=C3= =B1anza </span= >atractivo y din=C3= =A1mico, fomentando habilidades como</spa= n> la resoluci=C3=B3n de= problemas, el <div style=3D"margin-= right:1pt; margin-left:1pt; margin-bottom:10pt; border-left:0.75pt solid #0= 00000; clear:both"> </div><s= pan class=3D"awspan">pensamiento cr=C3=ADtico y </span= >la creatividad, = al <sp= an class=3D"awspan">mismo tiempo permiti= =C3=B3 generar un cambio positivo </s= pan>en la actitud<= /span> de los estudiantes hacia= <span= class=3D"awspan">las matem=C3=A1ticas, = incentivando = mayor motivaci=C3=B3n= por aprender, lo que<spa= n class=3D"awspan" style=3D"letter-spacing:0.6pt"> logr=C3=B3 un entorno educativo </s= pan>m=C3=A1s estimulante y<sp= an class=3D"awspan" style=3D"letter-spacing:2.85pt"> efectivo para los educandos. =C3=81rea= <= /span>de <spa= n class=3D"awspan" style=3D"font-weight:bold">estudio general: Educaci=C3=B3n y Tecnolog=C3=ADa.<= /span> =C3=81rea de estudio espec=C3=ADfica: = Matem=C3=A1ticas. = Tipo de articulo: original.Keywords: </sp= an><span= class=3D"awspan">Gamification, mathematics, teaching strategy, academic pe= rformance, student interest.AbstractIntroduction: The s= earch <= span class=3D"awspan">for effective strateg= ies <sp= an class=3D"awspan">to improve mathematics teaching </s= pan>is crucial. = Gamification,= as an innovative<spa= n class=3D"awspan" style=3D"letter-spacing:4pt"> alternative,= revitalizes traditional= teaching= and improves the<spa= n class=3D"awspan" style=3D"letter-spacing:8.05pt"> motivation, commitment, and= academic performance of stu= dents </span= >at the "Jhon</s= pan> Dalton" Educational Uni= t in <= span class=3D"awspan">the province of</sp= an> Santo Domingo de<spa= n class=3D"awspan" style=3D"letter-spacing:-0.4pt"> los </= span>Ts=C3=A1chilas. This<sp= an class=3D"awspan" style=3D"letter-spacing:-0.4pt"> study analyzes the impact<= span class=3D"awspan" style=3D"letter-spacing:0.85pt"> of gamification on<spa= n class=3D"awspan" style=3D"letter-spacing:0.85pt"> the </= span>teaching of = basic mathematical operations, providing<= /span> evidence to design</span= > more effective educational = interventions. Objective:</span= > = develop a gamification</span= > teaching strategy in<s= pan class=3D"awspan" style=3D"letter-spacing:3.55pt"> the = teaching process<sp= an class=3D"awspan" style=3D"letter-spacing:3.55pt"> of elementary mathematics opera= tions </span= >to improve the<= /span> <span= class=3D"awspan">motivation of 5th grade= <span= class=3D"awspan">EGB students at<= span class=3D"awspan" style=3D"letter-spacing:0.75pt"> the =E2=80=9CJohn Dalton=E2= =80=9D </span= >Educational Unit. Methodology: the<spa= n class=3D"awspan" style=3D"letter-spacing:-0.65pt"> mixed approach integrates</span= > qualitative and quantitative methods </sp= an>to examine the<= /span> effectiveness of gamification<span= class=3D"awspan" style=3D"letter-spacing:2.1pt"> by </span= >combining detailed = exploration </= span>through an observation<s= pan class=3D"awspan" style=3D"letter-spacing:0.65pt"> guide and a pre= -test = to obtain student<= /span> results. To assess the</s= pan> impact, a post-test<s= pan class=3D"awspan" style=3D"letter-spacing:0.3pt"> is </s= pan>applied plus t= he <spa= n class=3D"awspan">results of the summative= <span= class=3D"awspan">evaluation with which</= span> we will obtain<spa= n class=3D"awspan" style=3D"letter-spacing:2.75pt"> data <= /span>for quantitative analysis.</s= pan> Results: the results of the </span= >survey applied to students </s= pan>show that 73.5= % <spa= n class=3D"awspan">of students improved</= span> their academic performance after </spa= n>the activities. = In <sp= an class=3D"awspan">addition, 94.1% can = solve = exercises, and 82.= 4% <sp= an class=3D"awspan">understand mathematics better.<= span class=3D"awspan" style=3D"letter-spacing:-0.5pt"> Interest in mathematics</span= > increased by 88.2%,<sp= an class=3D"awspan" style=3D"letter-spacing:-0.5pt"> and <= /span>79.4% feel motivated<s= pan class=3D"awspan" style=3D"letter-spacing:1.8pt"> to </s= pan>learn, while 8= 2.4% <s= pan class=3D"awspan">enjoy these activities= , although </= span>17.6% prefer = to <sp= an class=3D"awspan">participate occasionally. Finally,= on the scale from <= span class=3D"awspan">1 (not at<span= class=3D"awspan" style=3D"letter-spacing:5.3pt"> all </spa= n>participative) to 5 <spa= n class=3D"awspan">(very participative), 58.8% chose </sp= an>5, demonstrating = greater participation in class,<sp= an class=3D"awspan" style=3D"letter-spacing:5.55pt"> with = 29.4% rating it <= span class=3D"awspan">with a 4. <s= pan class=3D"awspan" style=3D"font-weight:bold">Conclusion: <sp= an class=3D"awspan" style=3D"font-weight:bold">this </span= >innovative initiative improved= motivation and academic</sp= an> performance, which is</span= > reflected in the results obtained. The finding= was evidenced by integrating gamification with all</s= pan> its elements focused</span= > on the current = <div style=3D"margin:10pt= 1pt; border-left:0.75pt solid #000000; clear:both"> </div> </sp= an><div style=3D"margin:10pt 1pt; border-left:0.75pt solid #5b9bd5; cle= ar:both"> <sp= an> </div>Ecuadorian<spa= n class=3D"awspan" style=3D"letter-spacing:4.5pt"> curriculum, using technological</spa= n> and physical means, reducing</= span> the impact of<span= class=3D"awspan" style=3D"letter-spacing:1.65pt"> the </s= pan>social gap, = achieving </s= pan>an attractive and dynamic <= /span>teaching process,<span= class=3D"awspan" style=3D"letter-spacing:3.25pt"> promoting skills such as<spa= n class=3D"awspan" style=3D"letter-spacing:-0.4pt"> problem solving, critical<s= pan class=3D"awspan" style=3D"letter-spacing:-0.4pt"> thinking and creativity,</span= > at the same time allowing= for a posi= tive <= span class=3D"awspan">change in the</span= > students' attitude towards = mathematics, = encouraging greater<s= pan class=3D"awspan" style=3D"letter-spacing:-0.3pt"> motivation to learn, which</span= > achieved a more stimulating and effective educationa= l <spa= n class=3D"awspan">environment for studen= ts. <s= pan class=3D"awspan" style=3D"font-weight:bold">General <span= class=3D"awspan" style=3D"font-weight:bold">area of study: Education= and Technology. Specific area of study</s= pan>: Mathematics. Type of item: origina= l. <div style=3D"margin-right:1pt; margin-left:1pt; border-left:= 0.75pt solid #5b9bd5; clear:both"> <spa= n> &#x= a0;</div>1.= Introducci=C3=B3nLa gamificaci=C3=B3= n <spa= n class=3D"awspan">ha surgido como= una alternativa innovadora</s= pan> y prometedora para transfo= rmar <= span class=3D"awspan">la din=C3=A1mica = educativa </s= pan>y abordar las<= /span> limitaciones en la</span= > ense=C3=B1anza de matem=C3=A1ticas.<spa= n class=3D"awspan" style=3D"letter-spacing:-0.35pt"> Su <= /span>integraci=C3=B3n en<s= pan class=3D"awspan" style=3D"letter-spacing:-0.35pt"> el aula busca revitalizar el enfoque<span= class=3D"awspan" style=3D"letter-spacing:-0.35pt"> tradicional, mejorar la motivaci= =C3=B3n, </sp= an>compromiso y = rendimiento <= /span>acad=C3=A9mico de<span= class=3D"awspan" style=3D"letter-spacing:1.65pt"> los </s= pan>estudiantes, convirtiendo</spa= n> la educaci=C3=B3n en una</sp= an> experiencia m=C3=A1s atract= iva <s= pan class=3D"awspan">y participativa, lo<= /span> que puede llevar<= span class=3D"awspan" style=3D"letter-spacing:1.45pt"> a= una mayor motivaci=C3=B3n y un mejor rendimi= ento acad=C3=A9mico.El contexto</span= > de= la Unidad E= ducativa </spa= n>"Jhon Dalton" cons= tituye = un entorno representativo<spa= n class=3D"awspan" style=3D"letter-spacing:4.05pt"> de </s= pan>la educaci=C3=B3n b=C3=A1sica. Ubicada en la = parroquia </s= pan>Bombol=C3=AD, en la cooperativa Juan Eulogio<spa= n class=3D"awspan" style=3D"letter-spacing:1.5pt"> Paz </sp= an>y Mi=C3=B1o, prov= incia <= span class=3D"awspan">de Santo Domingo</spa= n> de= los Ts=C3=A1chilas. Conforma= do <spa= n class=3D"awspan">por los niveles<s= pan class=3D"awspan" style=3D"letter-spacing:1.5pt"> Inicial 1-2, preparatoria,<s= pan class=3D"awspan" style=3D"letter-spacing:1.5pt"> los </= span>niveles de EGB<= /span> elemental y media. Su comunidad</sp= an> estudiantil es de<sp= an class=3D"awspan" style=3D"letter-spacing:0.65pt"> 195 <= /span>integrantes. La misma </s= pan>viene brindando sus servicios educativos a la </spa= n>comunidad desde = hace <= span class=3D"awspan">25 a=C3=B1os y</spa= n> contin=C3=BAa en crecimiento= <span= class=3D"awspan">hasta la actualidad con una planta docente de 25 profesio= nales de la educaci=C3=B3n.En</sp= an> el =C3=A1mbito nacional,</span= > la= educaci=C3=B3n matem=C3=A1ti= ca <spa= n class=3D"awspan">emerge como un<sp= an class=3D"awspan" style=3D"letter-spacing:2.3pt"> terreno= de constante inquietud,</spa= n> marcado por desaf=C3=ADos</spa= n> persistentes en el desempe=C3=B1o estudiantil. Lamentablemente,<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> estos = desaf=C3=ADos suelen<= span class=3D"awspan" style=3D"letter-spacing:2.55pt"> resultar en un bajo </spa= n>rendimiento acad=C3=A9mico. Seg= =C3=BAn </spa= n>el informe de</s= pan> la Organizaci=C3=B3n de</s= pan> las Naciones Unidas= para la Educaci=C3=B3n,</span= > la Ciencia y la Cultura </sp= an>(UNESCO, 2018), "el rendimiento = en matem=C3=A1ticas<sp= an class=3D"awspan" style=3D"letter-spacing:1.7pt"> en </sp= an>muchos pa=C3=ADses de Am=C3=A9rica Latina y el = Caribe es signific= ativamente </= span>inferior al = promedio </sp= an>mundial, reflejando una<s= pan class=3D"awspan" style=3D"letter-spacing:-0.45pt"> necesidad urgente de= mejorar la calidad<s= pan class=3D"awspan" style=3D"letter-spacing:-0.45pt"> de la ense=C3=B1anza= y el aprendizaje<spa= n class=3D"awspan" style=3D"letter-spacing:-0.45pt"> en <= /span>esta =C3=A1rea" (UNESCO,</sp= an> 2018, p. 45).<spa= n class=3D"awspan" style=3D"letter-spacing:-0.05pt"> Igualmente, autores como= Mu=C3=B1oz (2020) subrayan<= /span> <span= class=3D"awspan">que "la falta = <div style=3D"margin-top:10pt; margin-bottom:10pt; border:1pt solid #00= 0000; clear:both">de inter=C3=A9s y motivaci=C3=B3n</span= > de los estudiantes<spa= n class=3D"awspan" style=3D"letter-spacing:-0.2pt"> hacia = las matem=C3=A1ticas<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> est=C3=A1 ligada a<spa= n class=3D"awspan" style=3D"letter-spacing:-0.2pt"> m=C3=A9todos de ense=C3=B1anza poc= o <spa= n class=3D"awspan">din=C3=A1micos y a</sp= an> la escasa contextualizaci= =C3=B3n </spa= n>de los contenido= s" <sp= an class=3D"awspan">(Mu=C3=B1oz, 2020, p. 67). Esto evidencia que los desaf= =C3=ADos en la educaci=C3=B3n matem=C3=A1tica no solo afectan el desempe=C3= =B1o acad=C3=A9mico, sino tambi=C3=A9n la actitud de los estudiantes hacia = la materia.Este= panorama se refleja<= span class=3D"awspan" style=3D"letter-spacing:-0.65pt"> especialmente en la<= span class=3D"awspan" style=3D"letter-spacing:-0.65pt"> transici=C3=B3n de los</spa= n> estudiantes del nivel b= =C3=A1sico </s= pan>medio al nivel</= span> b=C3=A1sico superior, donde<= /span> se observa un aumento </s= pan>significativo en las dificultades en matem=C3=A1ticas.</s= pan> El problema repercute</spa= n> en la persistencia<sp= an class=3D"awspan" style=3D"letter-spacing:-0.4pt"> de </= span>muchos alumnos con<span= class=3D"awspan" style=3D"letter-spacing:0.15pt"> bajos <= /span>rendimientos acad=C3=A9micos,= <span= class=3D"awspan">que suelen enfrentar</s= pan> ex=C3=A1menes de supletori= os <sp= an class=3D"awspan">como =C3=BAltimo recurso para </sp= an>superar las bar= reras = en su aprendizaje.= <span= class=3D"awspan">Ante esta situaci=C3=B3= n, <sp= an class=3D"awspan">resulta imperativo implementar</span= > estrategias pedag=C3=B3gicas = m=C3=A1s </sp= an>efectivas y per= sonalizadas <= /span>que aborden las necesidades = individuales de los = estudiantes y promue= van <sp= an class=3D"awspan">un mayor =C3=A9xito</sp= an> en el dominio de<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> esta </= span>disciplina fundamental.</spa= n> Bravo (2022) la necesidad de explorar nuevas estrategias pedag=C3=B3gicas = que <s= pan class=3D"awspan">promuevan el inter= =C3=A9s </spa= n>y el compromiso<= /span> de los educandos<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> en matem=C3=A1ticas se vuelve= <span= class=3D"awspan">evidente en respuesta</= span> a esta necesidad. </span= > Se debe </s= pan>organizar las estrategias</span= > y= escoger los materiales adecuados a fin </span= >de cumplir con</s= pan> los objetivos planteados, = las <s= pan class=3D"awspan">t=C3=A9cnicas deben = ser <s= pan class=3D"awspan">variadas, din=C3=A1micas,<span= class=3D"awspan" style=3D"letter-spacing:-0.3pt"> =C3=BAtiles e innovadoras<sp= an class=3D"awspan" style=3D"letter-spacing:-0.3pt"> en </= span>funci=C3=B3n de lo<span= class=3D"awspan" style=3D"letter-spacing:0.9pt"> planificado, debe ser flexible </s= pan>y ajustarse a</s= pan> las necesidades de<spa= n class=3D"awspan" style=3D"letter-spacing:0.9pt"> los </sp= an>alumnos (Cede=C3=B1o-Escobar &= ; Vigueras-Moreno, 2020).En la = observaci=C3=B3n de actividades<sp= an class=3D"awspan" style=3D"letter-spacing:-0.7pt"> en </= span>la Unidad Edu= cativa </span= >"John Dalton", = se <sp= an class=3D"awspan">aprecia una estructura pedag=C3=B3gica tradicional en l= a ense=C3=B1anza de las matem=C3=A1ticas, con =C3=A9nfasis en la<spa= n class=3D"awspan" style=3D"letter-spacing:2.75pt"> conferencia magistral. Aunque</spa= n> este m=C3=A9todo permite</sp= an> una transmisi=C3=B3n eficie= nte <s= pan class=3D"awspan">de informaci=C3=B3n, fomenta<sp= an class=3D"awspan" style=3D"letter-spacing:2.1pt"> un </sp= an>aprendizaje pasivo entre </span= >los estudiantes. A= l <span= class=3D"awspan">centrarse en la exposici= =C3=B3n </spa= n>unidireccional del docente, = se limitan = las <s= pan class=3D"awspan">oportunidades de int= eracci=C3=B3n= y participaci=C3=B3n del</= span> estudiante, conduciendo a <= span class=3D"awspan">una comprensi=C3=B3n superficial de los conceptos matem=C3=A1ticos, m=C3=A1s enfo= cada <s= pan class=3D"awspan">en la aplicaci=C3=B3n<= /span> mec=C3=A1nica de algoritmos= que en una comprensi=C3= =B3n <= span class=3D"awspan">profunda. En lugar<= /span> de fomentar la<sp= an class=3D"awspan" style=3D"letter-spacing:1.75pt"> comprensi=C3=B3n y el<span= class=3D"awspan" style=3D"letter-spacing:1.75pt"> razonamiento, esta estrategia did= =C3=A1ctica <= /span>promueve la = memorizaci=C3=B3n de procedimientos</span= > sin una comprensi=C3=B3n real= de su significado,</span= > limitando la capacidad<s= pan class=3D"awspan" style=3D"letter-spacing:5.6pt"> del </= span>estudiante para aplicar </s= pan>sus conocimientos en<span= class=3D"awspan" style=3D"letter-spacing:2.3pt"> situaciones nuevas y = desafiantes, <= /span>donde necesita una <s= pan class=3D"awspan">comprensi=C3=B3n flexible y creativa de los conceptos = matem=C3=A1ticos.La</s= pan> revisi=C3=B3n de instrumen= tos <s= pan class=3D"awspan">de evaluativos deja<= /span> ver el predominio= de repetici=C3=B3n de problema= s <span= class=3D"awspan">similares a los<sp= an class=3D"awspan" style=3D"letter-spacing:0.2pt"> practicados en clase, reflejando <= /span>la inadecuada = comprensi=C3=B3n y dominio del tema. </sp= an>Puede incentivar = la <spa= n class=3D"awspan">memorizaci=C3=B3n superficial<spa= n class=3D"awspan" style=3D"letter-spacing:3.4pt"> en </spa= n>lugar de la compre= nsi=C3=B3n y la aplicaci=C3=B3n de los conceptos matem=C3=A1ticos en difere= ntes contextos. Seg=C3= =BAn = Jaramillo & Tene </span= >(2022), =E2=80=9Csi bien </= span>los educadores reconocen la importancia de<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> la tecnolog=C3=ADa en<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> la ense=C3=B1anza, la<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> mayor=C3=ADa de ellos<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> no utilizan herramientas</spa= n> digitales en su pr=C3=A1cti= ca <s= pan class=3D"awspan">educativa=E2=80=9D (p. 10). <= /span>Esta situaci=C3=B3n<s= pan class=3D"awspan" style=3D"letter-spacing:-0.65pt"> genera la falta<spa= n class=3D"awspan" style=3D"letter-spacing:-0.65pt"> de <= /span>motivaci=C3=B3n en<sp= an class=3D"awspan" style=3D"letter-spacing:-0.65pt"> el = educando. <span= class=3D"awspan">De acuerdo con<spa= n class=3D"awspan" style=3D"letter-spacing:2.4pt"> lo </spa= n>mencionado se surg= e <span= class=3D"awspan">la siguiente interrogante= . <span= class=3D"awspan">=C2=BFC=C3=B3mo la estrategia<span= class=3D"awspan" style=3D"letter-spacing:0.05pt"> de </sp= an>gamificaci=C3=B3n podr=C3=ADa</s= pan> contribuir al mejoramiento= <span= class=3D"awspan">del proceso de<s= pan class=3D"awspan" style=3D"letter-spacing:0.05pt"> ense=C3=B1anza =E2=80=93 aprendizaje de = las operaciones elem= entales </span= >de matem=C3=A1ticas en <sp= an class=3D"awspan">los estudiantes de</spa= n> 5to a=C3=B1o de EGB media de la unidad educativ= a?, para lo cual se plantea el objeto de investigaci=C3=B3n que<span= class=3D"awspan" style=3D"letter-spacing:-0.2pt"> es </sp= an>=E2=80=9CEl proceso de </spa= n>ense=C3=B1anza de las </span= >operaciones elementales<spa= n class=3D"awspan" style=3D"letter-spacing:-0.2pt"> de </s= pan>matem=C3=A1ticas=E2=80=9D. Dand= o paso = al objetivo general<= /span> que es =E2=80=9CElaborar<= /span> una estrategia did=C3=A1cti= ca <spa= n class=3D"awspan">de gamificaci=C3=B3n e= n <span= class=3D"awspan">el proceso de ense=C3=B1a= nza <sp= an class=3D"awspan">de las operaciones</spa= n> elementales de matem=C3=A1ticas= para mejorar la motivaci= =C3=B3n </spa= n>de los estudiant= es <sp= an class=3D"awspan">de 5to a=C3=B1o</span= > de EGB media, de <= span class=3D"awspan">la Unidad Educativa= <span= class=3D"awspan">Jhon Dalton=E2=80=9D, es necesario las variables que sust= ente este estudio. En primer lugar, </span= >se define la= variable independiente que</spa= n> corresponde a la gamificaci=C3= =B3n <= span class=3D"awspan">como estrategia did= =C3=A1ctica, = esta se cen= tra <s= pan class=3D"awspan">en c=C3=B3mo la</spa= n> implementaci=C3=B3n din=C3=A1mica l=C3=BAdicas y elementos pro= pios del juego pueden cambiar el proceso educativo.Por otro lad= o, <sp= an class=3D"awspan">la variable dependien= te <sp= an class=3D"awspan">es el proceso<= span class=3D"awspan" style=3D"letter-spacing:-0.3pt"> de ense=C3=B1anza =E2=80=93</= span> aprendizaje de las operac= iones = elementales de mat= em=C3=A1ticas= que refleja como </span= >el uso de<= span class=3D"awspan" style=3D"letter-spacing:0.65pt"> la gamificaci=C3=B3n influye en la forma en qu= e los estudiantes aprenden.A </spa= n>partir de esta= <spa= n class=3D"awspan">relaci=C3=B3n, se pr= opone </span= >la siguiente hi= p=C3=B3tesis: La estrategia</span= > did=C3=A1ctica de gamificaci=C3=B3n,<= span class=3D"awspan" style=3D"letter-spacing:-0.25pt"> en el proceso de </sp= an>ense=C3=B1anza =E2=80=93aprendi= zaje = de las operacion= es <s= pan class=3D"awspan">elementales de matem=C3=A1ticas,</sp= an> para mejorar la<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> motivaci=C3=B3n en los</spa= n> estudiantes de 5to= a=C3=B1o de EGB<span= class=3D"awspan" style=3D"letter-spacing:-0.15pt"> media, de la Unidad Educativa =E2=80=9CJhon Dalton=E2=80=9D.<= /p>= Con <s= pan class=3D"awspan">el fin de<spa= n class=3D"awspan" style=3D"letter-spacing:0.35pt"> validar esta hip=C3=B3tesis,</span= > se formula los siguientes preguntas: =C2=BFCu=C3=A1l= es son </span= >los referentes = te=C3=B3ricos= que conforman el </span= >tema de investiga= ci=C3=B3n </s= pan>sobre las estr= ategias de </s= pan>gamificaci=C3=B3n, sus<sp= an class=3D"awspan" style=3D"letter-spacing:1.6pt"> plataformas de desarrollo<spa= n class=3D"awspan" style=3D"letter-spacing:1.6pt"> y </span= >su impacto en</span= > la= educaci=C3=B3n media?, =C2= =BFComo </sp= an>se puede iden= tificar </sp= an>el uso de</sp= an> la gamificaci=C3=B3n com= o <sp= an class=3D"awspan">estrategia did=C3=A1ctica<span= class=3D"awspan" style=3D"letter-spacing:-0.05pt"> aplicable al proceso de<s= pan class=3D"awspan" style=3D"letter-spacing:-0.65pt"> ense=C3=B1anza de operacion= es <s= pan class=3D"awspan">elementales?, =C2=BFCu=C3=A1l= es el impacto de </sp= an>la aplicaci=C3=B3n <= p class=3D"awdiv">de la estrategia= did=C3=A1ctica de<spa= n class=3D"awspan" style=3D"letter-spacing:4.6pt"> la </spa= n>gamificaci=C3=B3n en las = operaciones elementales de matem=C3=A1ticas en el 5to a=C3=B1o de EGB media?1.1.<s= pan class=3D"awspan" style=3D"font-style:italic"> Fundamentos generales de la gamific= aci=C3=B3n en la educaci=C3=B3nLa = gamificaci=C3=B3n se= ha convertido en<spa= n class=3D"awspan" style=3D"letter-spacing:-0.65pt"> una = herramienta amplia<s= pan class=3D"awspan" style=3D"letter-spacing:-0.65pt"> utilizada en el<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> =C3=A1mbito educativo debido a</sp= an> su potencial para<sp= an class=3D"awspan" style=3D"letter-spacing:0.45pt"> incrementar la motivaci=C3=B3n</= span> y mejorar el proceso = de aprendizaje. De<sp= an class=3D"awspan" style=3D"letter-spacing:2.25pt"> acuerdo con Bengochea<span= class=3D"awspan" style=3D"letter-spacing:2.25pt"> (2021),= Lozada-=C3=81vila &</sp= an> Betancur (2018) y Gonz=C3= =A1lez </spa= n>(2019) concuerdan en </spa= n>que la gamific= aci=C3=B3n <= /span>en la educ= aci=C3=B3n <= /span>se basa en= <spa= n class=3D"awspan">la idea de que</span= > los juegos pueden<spa= n class=3D"awspan" style=3D"letter-spacing:0.65pt"> ser </= span>una forma efe= ctiva = de motivar a</span= > los estudiantes y<span= class=3D"awspan" style=3D"letter-spacing:0.65pt"> mejorar= su aprendizaje. Los<= span class=3D"awspan" style=3D"letter-spacing:1.85pt"> juegos pueden proporcionar</s= pan> un entorno de aprendizaje interactivo y atractivo<= /span> que puede ayudar<= span class=3D"awspan" style=3D"letter-spacing:-0.7pt"> a= los estudiantes<span= class=3D"awspan" style=3D"letter-spacing:-0.7pt"> a </spa= n>entender y recor= dar <s= pan class=3D"awspan">conceptos matem=C3=A1ticos.</p= >Adem=C3=A1s, H= ern=C3=A1ndez-Pe=C3=B1aranda et al.<= span class=3D"awspan" style=3D"letter-spacing:1.6pt"> (2020) aporta que la <s= pan class=3D"awspan">gamificaci=C3=B3n puede proporcionar= <span= class=3D"awspan">una forma de<spa= n class=3D"awspan" style=3D"letter-spacing:-0.6pt"> aprendizaje m=C3=A1s personalizada= . <spa= n class=3D"awspan">Los juegos a<sp= an class=3D"awspan" style=3D"letter-spacing:-0.6pt"> menudo permiten a los = estudiantes </sp= an>aprender a su<= span class=3D"awspan" style=3D"letter-spacing:1pt"> propio </= span>ritmo y de<s= pan class=3D"awspan" style=3D"letter-spacing:1pt"> acuerdo </= span>con sus propias</sp= an> habilidades. Los juegos tambi=C3=A9n</sp= an> pueden proporcionar una= retroalimentaci=C3=B3n inmediata, lo <= span class=3D"awspan">que puede ayudar a</s= pan> los estudiantes a<span= class=3D"awspan" style=3D"letter-spacing:2.2pt"> entender = d=C3=B3nde est=C3=A1n<= span class=3D"awspan" style=3D"letter-spacing:2.2pt"> cometiendo errores y c=C3=B3mo <= /span>pueden mejorar.<= span class=3D"awspan" style=3D"font-style:italic">Elementos de la Gamificac= i=C3=B3nSeg=C3=BAn</sp= an> Acosta-Yela et al.<s= pan class=3D"awspan" style=3D"letter-spacing:5.75pt"> (2022) en las = investigaciones indica que los componentes de gamificaci=C3=B3n= son </sp= an>din=C3=A1mica, mec=C3=A1nica= y </span= >componentes. Esto per= mite <spa= n class=3D"awspan">al estudiante entender e= l <span= class=3D"awspan">proceso de la<span= class=3D"awspan" style=3D"letter-spacing:0.1pt"> actividad= a desarrollarse.<span= class=3D"awspan" style=3D"letter-spacing:0.1pt"> En </span= >la figura 1<= span class=3D"awspan" style=3D"letter-spacing:0.1pt"> se </= span>observa a trav=C3=A9s de una pi= r=C3=A1mide.Figura 1Pir=C3=A1mide de los elementos de la gamific= aci=C3=B3n</div> Fuente: Ba= yindir & Karada=C4=9F (2019)Para profundizar, se ubica en </span= >primer lugar en= <spa= n class=3D"awspan">la pir=C3=A1mide la<= /span> <span= class=3D"awspan">din=C3=A1mica, ya que= <spa= n class=3D"awspan">son estas las que</spa= n> incentivan al usuario.</span= > De acuerdo con Ortiz-Col=C3=B3n et al. (2018) </= span>las mec=C3=A1nicas de<sp= an class=3D"awspan" style=3D"letter-spacing:0.6pt"> juego <= /span>no solo determ= inan <s= pan class=3D"awspan">las reglas, sino</span= > que influyen directamente</span= > en= la experiencia del<= span class=3D"awspan" style=3D"letter-spacing:-0.55pt"> jugador, permitiendo la</sp= an> interacci=C3=B3n y la</s= pan> creaci=C3=B3n de narrat= ivas = emergentes a trav=C3=A9s del sistema de juego, como = se muestra en la tabla 1. = Tabla 1Esquematizaci=C3= =B3n de las din=C3=A1micasPremioAvanzarLogrosCom= petenciaMoti= vaci=C3=B3nP= untos = = </span= > <= p class=3D"awdiv" style=3D"margin-right:1pt; margin-left:1pt; font-size:10p= t">Niveles<s= pan class=3D"awspan" style=3D"font-size:10pt"> </p= > <= span class=3D"awspan" style=3D"font-size:10pt"> Desaf=C3=ADos Clasificaci=C3=B3n Recompensa &#x= a0; </s= pan><s= pan> <div style=3D"margin-right:1pt; margin-left:1pt; borde= r-left:0.75pt solid #000000; clear:both"> = </= span> </p= > </div>1.2. = Operaciones eleme= ntales de matem=C3=A1ticasLa suma</s= pan> y la resta son = las primeras opera= ciones </span= >matem=C3=A1ticas que los </spa= n>estudiantes aprenden en<sp= an class=3D"awspan" style=3D"letter-spacing:0.05pt"> la </= span>escuela, as=C3=AD lo </spa= n>confirma Intriago (2021)<s= pan class=3D"awspan" style=3D"letter-spacing:0.05pt"> que = son la base= <span= class=3D"awspan">de la aritm=C3=A9tica</= span> y son esenciales para</sp= an> entender conceptos m=C3=A1s= <span= class=3D"awspan">avanzados. La suma</spa= n> implica combinar cantidades, mientras </s= pan>que la resta</= span> implica quitar una= cantidad de otra.<span= class=3D"awspan" style=3D"letter-spacing:0.65pt"> Estas <= /span>operaciones ayudan a<s= pan class=3D"awspan" style=3D"letter-spacing:0.25pt"> los = estudiantes a entender <= /span>los conceptos de <= span class=3D"awspan">m=C3=A1s y menos,</= span> y son fundamentales par= a <span= class=3D"awspan">la resoluci=C3=B3n de</sp= an> problemas cotidianos. 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Z1C4IgCPuP35k/jmPW1tbQWufOR18HblYT9iRCKwqUMYZOp8Pa2hrtdltSi4IgCDOIv9ja/b/X6= 7G2tkYQBBw/fnybnf9m2BNBK0ZnbhyMGyXgIrZi92VBEARhuilm5rTWxHFMo9FgYWGBUqm0Z9qw= ZzU0twrc7XQQBPmgtzRNSdN0r55KEARBOCT4GbwwDAmCgEqlQqVS2XO3400L2ridUUpRLpepVCr= 5YrogCMT8IQiCMGP4S7O01kRRRKVSYX5+njAM8xrbXrDnLkcnWlEUUavVgNH8qSAIgjA7OEFzGT= ytNdVqNRezvTQJ7ottXymVu1cqlcqOvR0FQRCE6cb5KNysS5d6LJVKeQpyr9KOeypoSqmRnfMVW= ERNEARBgGHqMQgCMQoKgiAIwjj+f5h3zyw7defUAAAAAElFTkSuQmCC" width=3D"436" heig= ht=3D"257" alt=3D"" style=3D"margin-left:-1pt; position:absolute" />= operaciones matem=C3=A1ticas= m=C3=A1s avanzadas que= se basan en = la <sp= an class=3D"awspan">suma y la<span= class=3D"awspan" style=3D"letter-spacing:3.65pt"> resta. = La multiplicaci=C3=B3n es</s= pan> una forma r=C3=A1pida</spa= n> de sumar grupos<spa= n class=3D"awspan" style=3D"letter-spacing:0.05pt"> de </s= pan>n=C3=BAmeros iguales,<s= pan class=3D"awspan" style=3D"letter-spacing:0.05pt"> mientras que la divisi=C3=B3n<= /span> es el proceso<sp= an class=3D"awspan" style=3D"letter-spacing:-0.4pt"> de </= span>repartir un = n=C3=BAmero <= /span>en grupos = iguales </spa= n>o determinar cu= =C3=A1ntas </= span>veces un n=C3=BAmero cabe en otro. 1.3. Gamificaci=C3=B3n y operaciones elementa= lesSeg=C3=BAn<s= pan class=3D"awspan" style=3D"letter-spacing:3.1pt"> la </s= pan>investigaci=C3=B3n realizada</sp= an> por Rosero-Guanot=C3=A1sig &= amp; <s= pan class=3D"awspan">Medina-Chicaiza (2021) la<span= class=3D"awspan" style=3D"letter-spacing:3.55pt"> gamificaci=C3=B3n como estrategia</= span> en las operaciones</span= > elementales permite al estudi= ante <s= pan class=3D"awspan">a practicar estas</spa= n> habilidades de una manera </s= pan>m=C3=A1s atractiva y <s= pan class=3D"awspan">motivadora. Esto puede proporcionar una retroalimentaci=C3=B3n= <span= class=3D"awspan">inmediata y permitir</s= pan> aprender a su propio ritmo. Adem=C3=A1s, puede</span= > proporcionar un entorno<= span class=3D"awspan" style=3D"letter-spacing:1.5pt"> de </= span>aprendizaje seguro.<spa= n class=3D"awspan" style=3D"letter-spacing:1.5pt"> Puede </= span>cometer errores y aprender </= span>de ellos sin</s= pan> temor a las r= epercusiones. = En un juego,<= /span> los errores son simplemente= oportunidades para aprende= r <span= class=3D"awspan">y mejorar. Esto<sp= an class=3D"awspan" style=3D"letter-spacing:3.3pt"> ayuda <= /span>a desarrollar = una mentalidad= de crecimiento, lo = que es fundamental</= span> para el aprendizaje= efectivo, fomenta la autonom=C3=ADa. </p= >1.4B= eneficios de la Gamificaci=C3=B3nLa gamificaci=C3=B3n ofrece</= span> una forma divertida</span= > y= efectiva de aprender, = transformando tareas poco</= span> atractivas en experien= cias = motivadoras. </s= pan>Al convertir las = lecciones en des= af=C3=ADos interactivos, no solo<spa= n class=3D"awspan" style=3D"letter-spacing:0.8pt"> captando= su atenci=C3=B3n,<spa= n class=3D"awspan" style=3D"letter-spacing:0.8pt"> sino </s= pan>que tambi=C3=A9n fomentando </= span>una conexi=C3=B3n m=C3=A1s</spa= n> profunda con los<span= class=3D"awspan" style=3D"letter-spacing:1.35pt"> contenidos. Esto mejora<spa= n class=3D"awspan" style=3D"letter-spacing:1.35pt"> significativamente la comprensi=C3= =B3n <= span class=3D"awspan">y la retenci=C3=B3n de lo aprendido,= ya que refuerzan conocimientos de manera pr=C3=A1ctica.Motivaci=C3= =B3n y compromisoSeg= =C3=BAn </spa= n>la investigaci=C3=B3n<span= class=3D"awspan" style=3D"letter-spacing:-0.6pt"> de </sp= an>Ortiz-Col=C3=B3n et al. </sp= an>(2018) manifiesta que </span= >la gamificaci=C3=B3n puede<= span class=3D"awspan" style=3D"letter-spacing:0.65pt"> aumentar la motivaci=C3=B3n</= span> y el compromiso<sp= an class=3D"awspan" style=3D"letter-spacing:0.65pt"> de </= span>los estudiantes, fundamental para el aprendizaje</span= > efectivo. Los juegos<spa= n class=3D"awspan" style=3D"letter-spacing:1.4pt"> pueden <= /span>hacer que el</= span> aprendizaje sea m=C3=A1s</sp= an> divertido y atractivo, lo</spa= n> que puede motivar a <s= pan class=3D"awspan">los estudiantes a</spa= n> participar m=C3=A1s activamente= en el proceso de aprendizaje.<p= class=3D"awdiv">Mejora = de la comprensi=C3=B3n y retenci=C3=B3nLa gamific= aci=C3=B3n, <= /span>al introducir elementos <= /span>l=C3=BAdicos en el </span= >aprendizaje, puede hacer que </= span>las operaciones matem=C3=A1ticas b=C3=A1sicas sean<= span class=3D"awspan" style=3D"letter-spacing:1.4pt"> m=C3=A1s atractivas para<sp= an class=3D"awspan" style=3D"letter-spacing:1.4pt"> los </s= pan>estudiantes. As=C3=AD mismo</sp= an> Fiestas & Founes<sp= an class=3D"awspan" style=3D"letter-spacing:3.1pt"> (2023) determinan que los<spa= n class=3D"awspan" style=3D"letter-spacing:3.1pt"> juegos <= /span>pueden presentar estos conceptos de una m= anera <= span class=3D"awspan">visual e interactiva,= lo que puede ayudarles = a entender d= e <span= class=3D"awspan">una = manera = m=C3=A1s intuitiva. = Por <sp= an class=3D"awspan">ejemplo, un juego</span= > puede presentar una<span= class=3D"awspan" style=3D"letter-spacing:2.1pt"> serie </s= pan>de objetos y des= afiarlos </spa= n>a sumar o<s= pan class=3D"awspan" style=3D"letter-spacing:3.3pt"> restar= lo que puede= ayudarles a visualizar</sp= an> y= entender estas operaciones.= <span= class=3D"awspan">Es as=C3=AD como= Vargas et al. (2021) </= span>=E2=80=9Cconcluye que<s= pan class=3D"awspan" style=3D"letter-spacing:-0.2pt"> el <= /span>juego al ser= <span= class=3D"awspan">comprendido como estrategia pedag=C3=B3gica, debe estar encaminado= por los doce= ntes <s= pan class=3D"awspan">como manera de aprende= r <spa= n class=3D"awspan">y divertirse al= mismo tiempo=E2=80=9D. Proporcionar<spa= n class=3D"awspan" style=3D"letter-spacing:3.45pt"> una </= span>pr=C3=A1ctica repetida<= span class=3D"awspan" style=3D"letter-spacing:3.45pt"> de las operaciones matem=C3=A1= ticas <= span class=3D"awspan">de una manera<= span class=3D"awspan" style=3D"letter-spacing:1.7pt"> divertida y atractiva,<span= class=3D"awspan" style=3D"letter-spacing:1.7pt"> lo </span= >cual ayuda a= liberar recursos cognitivos.<span= class=3D"awspan">Lo esencial de<spa= n class=3D"awspan" style=3D"letter-spacing:0.5pt"> la </spa= n>evaluaci=C3=B3n es proveer </spa= n>retroalimentaci=C3=B3n al<s= pan class=3D"awspan" style=3D"letter-spacing:0.5pt"> estudiante para que alcance= al menos los m=C3=ADnimos= establecidos para<sp= an class=3D"awspan" style=3D"letter-spacing:0.85pt"> desarrollar los aprendizajes,</sp= an> destrezas, habilidades y competencias del curr=C3=ADculo, aco= rde con los est=C3=A1ndares de calidad educativa (Ministerio de Educaci=C3= =B3n, 2023). <= /p>A trav=C3=A9s= <span= class=3D"awspan">de juegos ayuda<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> al alumno a identificar= y corregir errores </sp= an>r=C3=A1pidamente, lo que<= span class=3D"awspan" style=3D"letter-spacing:1.15pt"> puede ser muy motivador. Los estudiantes<spa= n class=3D"awspan" style=3D"letter-spacing:1.15pt"> pueden= ver el imp= acto <= span class=3D"awspan">directo de su esfue= rzo <sp= an class=3D"awspan">y dedicaci=C3=B3n, lo</= span> que tambi=C3=A9n les<= span class=3D"awspan" style=3D"letter-spacing:1.9pt"> ayuda= a consolidar su <sp= an class=3D"awspan">comprensi=C3=B3n de l= as operaciones matem=C3=A1ticas a largo plazo.1.4. Desaf=C3=ADos de la Gamificaci=C3=B3n<= /p>Aunque se</sp= an> aprecian diversos beneficio= s <spa= n class=3D"awspan">que la gamificaci=C3= =B3n <= span class=3D"awspan">puede ofrecer en</s= pan> la educaci=C3=B3n, tambi=C3=A9n<span= class=3D"awspan" style=3D"letter-spacing:0.75pt"> se </sp= an>enfrenta a algu= nos <s= pan class=3D"awspan">desaf=C3=ADos, es = as=C3=AD </sp= an>como Sabornido = et <sp= an class=3D"awspan">al. (2022) seg=C3=BAn = su <spa= n class=3D"awspan">investigaci=C3=B3n realizada<span= class=3D"awspan" style=3D"letter-spacing:2.8pt"> determina= qu=C3=A9; =E2=80=9C1.= No= todos los e= studiantes </s= pan>est=C3=A1n completamente compr= ometidos; </= span>2. Las tare= as <s= pan class=3D"awspan">no se completaron;= <spa= n class=3D"awspan">3. El desempe=C3=B1o= <spa= n class=3D"awspan">se vio comprometido y= 4. Surgieron problemas</sp= an> de actitud.=E2=80=9D. Esta</sp= an> revisi=C3=B3n result=C3=B3 e= n <span= class=3D"awspan">que, siempre existir=C3=A1n obst=C3=A1culos e inconvenientes,</= span> seg=C3=BAn c=C3=B3mo est= =C3=A9n </spa= n>planificados el = dise=C3=B1o <= /span>y la implementaci=C3=B3n. 1.5. Evaluaci= =C3=B3n de la efectividad de la gamificaci=C3=B3n en matem=C3=A1ticas</span= >Evaluar la= <spa= n class=3D"awspan">efectividad de la</s= pan> gamificaci=C3=B3n en ma= tem=C3=A1ticas es una oportunidad= para entender como<s= pan class=3D"awspan" style=3D"letter-spacing:4.35pt"> transformar el aprendizaje</span= > en una experiencia<spa= n class=3D"awspan" style=3D"letter-spacing:4.35pt"> m=C3=A1s motivadora y significativ= a. <sp= an class=3D"awspan">En la mayor=C3=ADa</s= pan> de ocasiones las<sp= an class=3D"awspan" style=3D"letter-spacing:0.15pt"> matem=C3=A1ticas se perciben</spa= n> como complejas o poco= atractivas, pueden convertirse<= /span> en un reto = divertido </sp= an>cuando integran e= lementos propios de la gami= ficaci=C3=B3n = que ayudan a= desarrollar habilidades c= omo <sp= an class=3D"awspan">el razonamiento l=C3=B3gico y resoluci= =C3=B3n de problemas de forma din=C3=A1mica. M=C3=A9todos de evaluaci=C3=B3nDe acuerdo con<span= class=3D"awspan" style=3D"letter-spacing:3.05pt"> los </s= pan>estudios realizados<span= class=3D"awspan" style=3D"letter-spacing:3.05pt"> Araya <= /span>et al. (2019= ) <spa= n class=3D"awspan">el efecto de<sp= an class=3D"awspan" style=3D"letter-spacing:3.05pt"> la gamificaci=C3=B3n en las</sp= an> matem=C3=A1ticas da un</= span> incremento en el</span= > aprendizaje de estas.</spa= n> Un estudio del Banco= Interamericano de Desarrollo</s= pan> (BID) en Chile muestra </= span>el proyecto, s= i <span= class=3D"awspan">ayuda a los estudiantes<= /span> en el aprendizaje,</spa= n> la actividad en la </spa= n>materia, un inte= r=C3=A9s </sp= an>reflejado en = un mejor rendimiento acad=C3=A9mico.Resultados y estudios que respald= an la efectividadTras<= /span> este estudio se<s= pan class=3D"awspan" style=3D"letter-spacing:2.65pt"> concluy=C3=B3 que la<span= class=3D"awspan" style=3D"letter-spacing:2.65pt"> gamificaci=C3=B3n s=C3=AD tiene</sp= an> un mejoramiento significativo en = el estudiante, cap= tando = la atenci=C3=B3n = por <s= pan class=3D"awspan">el aprendizaje de</s= pan> matem=C3=A1ticas y que, = al <sp= an class=3D"awspan">tener una estrategia<= /span> did=C3=A1ctica m=C3=A1s = atractiva, </= span>se logran mej= ores <= span class=3D"awspan">resultados. Tambi=C3=A9n Jama-Zambra= no <sp= an class=3D"awspan">& Cornejo-Zambrano (2023) </sp= an>manifiestan que en <s= pan class=3D"awspan">la educaci=C3=B3n = se <sp= an class=3D"awspan">ha revelado como una</s= pan> herramienta efectiva para</sp= an> mejorar el aprendizaje= de= las matem=C3=A1ticas.= Seg=C3=BAn</spa= n> los autores, esta estrategia = tiene un impa= cto <sp= an class=3D"awspan">significativo al captar= la atenci=C3=B3n del estud= iante </span= >de manera =C3= =BAnica </sp= an>y motivadora. La <= span class=3D"awspan">gamificaci=C3=B3n crea<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> un </= span>ambiente propicio<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> para el aprendizaje, fomentando</s= pan> el compromiso y<spa= n class=3D"awspan" style=3D"letter-spacing:0.05pt"> la </s= pan>participaci=C3=B3n de<sp= an class=3D"awspan" style=3D"letter-spacing:0.05pt"> los <= /span>estudiantes de forma l=C3=BAdica y entretenida.1.6. Plataformas gamificadas para aprendizaje de matem=C3=A1ti= casActualmente,= existen diversas plataformas<= /span> que aplican la<sp= an class=3D"awspan" style=3D"letter-spacing:2.75pt"> gamificaci=C3=B3n en la ense=C3= =B1anza </span= >de las matem=C3=A1t= icas, <= span class=3D"awspan">obteniendo resultados excelentes. Seg=C3=BAn= Sol=C3=ADs &<span= class=3D"awspan" style=3D"letter-spacing:0.2pt"> Cambo (2023) proponen que<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> las </= span>herramientas de ense=C3=B1anza gamificadas que<= span class=3D"awspan" style=3D"letter-spacing:2.55pt"> los profesores pueden utiliza= r <spa= n class=3D"awspan">en sus clases<s= pan class=3D"awspan" style=3D"letter-spacing:-0.1pt"> pueden hacer evolucionar</span= > la educaci=C3=B3n tradicional= <span= class=3D"awspan">y hacerla m=C3=A1s atra= ctiva = para los estudiant= es, <s= pan class=3D"awspan">permiti=C3=A9ndoles demostrar<= span class=3D"awspan" style=3D"letter-spacing:1.95pt"> habilidades matem=C3=A1ticas durante su fase d= e aprendizaje aritm=C3=A9tico. La </= span>herramienta Kahoot permite por sus <= span class=3D"awspan">m=C3=BAltiples ventajas de <= span class=3D"awspan">edici=C3=B3n aplicarse al proceso = de aprendizaje de </span= >la Suma de= n=C3=BAmeros naturales a</spa= n> trav=C3=A9s de un<spa= n class=3D"awspan" style=3D"letter-spacing:-0.5pt"> juego = denominado =E2=80=9CCofre = del <s= pan class=3D"awspan">tesoro=E2=80=9D, que involucra </= span>un tablero = de <sp= an class=3D"awspan">posiciones y recompen= sas <s= pan class=3D"awspan">por los logros alcan= zados. = Este permite mejorar= las habilidades matem=C3= =A1ticas </spa= n>y el razonamiento<= /span> l=C3=B3gico de los estudi= antes = mediante un juego,= <span= class=3D"awspan">mientras fomenta la</sp= an> motivaci=C3=B3n, la coopera= tividad y la confianza en sus capacidades.Genially <= /span>es una herra= mienta </span= >con m=C3=A1s faci= lidades </spa= n>para crear y</sp= an> editar plantillas de materi= ales <s= pan class=3D"awspan">para presentaci=C3=B3n o <spa= n class=3D"awspan">incluso gamificaci=C3=B3n que <= span class=3D"awspan">nos servir=C3=A1 para= incursionar en la Restas<= /span> de n=C3=BAmeros naturale= s. <sp= an class=3D"awspan">A trav=C3=A9s de</spa= n> un juego muy conocido = como lo es<= /span> =E2=80=9CPacman=E2=80=9D <sp= an class=3D"awspan">el cual ya<spa= n class=3D"awspan" style=3D"letter-spacing:1.55pt"> es </s= pan>una estrategia de <s= pan class=3D"awspan">gamificaci=C3=B3n como tal. </s= pan>Esta nos permi= tir=C3=A1 </s= pan>ayudar a la co= mprensi=C3=B3n del proceso de = la resta, creando<= /span> habilidades de trabajo</= span> en equipo, resoluci=C3=B3= n de problemas con actitudes de colaboraci=C3=B3n y compa=C3=B1erismo.</spa= n> 2.Metodolog=C3=ADa</s= pan>El dise= =C3=B1o </span= >de la investigaci= =C3=B3n </span= >adopta un dise=C3= =B1o <s= pan class=3D"awspan">mixto, integrando m=C3= =A9todos cualitativos y cuantitativos</spa= n> para examinar la eficacia </s= pan>de la gamificaci= =C3=B3n </span= >como estrategia did=C3=A1ctica</spa= n> en= la ense=C3=B1anza<spa= n class=3D"awspan" style=3D"letter-spacing:0.1pt"> de </spa= n>operaciones elementales<spa= n class=3D"awspan" style=3D"letter-spacing:0.1pt"> de </spa= n>matem=C3=A1ticas en EGB <= span class=3D"awspan">media, en el quinto</= span> a=C3=B1o. El tipo<spa= n class=3D"awspan" style=3D"letter-spacing:1.1pt"> de </spa= n>investigaci=C3=B3n es bibliogr=C3=A1fica y de campo, </span= >realizada dentro y= fuera </span= >de las instalacio= nes <s= pan class=3D"awspan">de la Unidad<= span class=3D"awspan" style=3D"letter-spacing:0.15pt"> Educativa "John Dalton"</span= > a= trav=C3=A9s de consultas en libros, revistas,</span= > internet, encuestas y<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> entrevistas. El nivel<= span class=3D"awspan" style=3D"letter-spacing:-0.2pt"> de investigaci=C3=B3n es</spa= n> exploratorio y descriptivo. = La <sp= an class=3D"awspan">modalidad de investig= aci=C3=B3n </= span>combina el = m=C3=A9todo <= /span>inductivo, que va </span= >de lo particular a= lo general, y el = deductivo, que parte= de aseveraciones generales= a caracter=C3=ADsticas particulares</span= > del objeto de estudio. </sp= an>Los procedimientos incluyen </s= pan>la recolecci=C3=B3n de<s= pan class=3D"awspan" style=3D"letter-spacing:0.45pt"> datos mediante una ficha </s= pan>de observaci=C3=B3n<span= class=3D"awspan" style=3D"letter-spacing:0.45pt"> y </spa= n>una encuesta par= a <spa= n class=3D"awspan">determinar la calidad = de <sp= an class=3D"awspan">ense=C3=B1anza-aprendizaje que<= span class=3D"awspan" style=3D"letter-spacing:3.15pt"> se encuentra actualmente</spa= n> y posterior a la implementaci=C3=B3n se realizar=C3=A1= una nueva una nueva </sp= an>encuesta para c= onocer = la efectividad del uso de esta estrateg= ia.De acuerdo </sp= an>con Araca &= <span= class=3D"awspan">Pacompia, (2022) se=C3= =B1ala </span= >que la poblaci=C3= =B3n <= span class=3D"awspan">es =E2=80=9CEl universo o <= span class=3D"awspan">poblaci=C3=B3n puede = estar <= span class=3D"awspan">constituido por perso= nas, <s= pan class=3D"awspan">animales, registros m= =C3=A9dicos, los nacimientos, las muestras de laboratorio, los accidentes v= iales entre otros=E2=80=9D (p. 8)Seg=C3=BAn Araca & Pacompia (2022) indica que el muestreo s= e obtiene de =E2=80=9Cexaminar y obtener = resultados </= span>de una poblac= i=C3=B3n </sp= an>a la que= se puede acceder desde </= span>la poblaci=C3=B3n=E2=80=9D</sp= an> (p. 8). En la Unidad </s= pan>Educativa Particular<spa= n class=3D"awspan" style=3D"letter-spacing:0.45pt"> =E2=80=9CJhon Dalton=E2=80=9D, al<= /span> ser una muestra<s= pan class=3D"awspan" style=3D"letter-spacing:0.45pt"> peque=C3=B1a la muestra se= toma en cuenta = de <spa= n class=3D"awspan">la poblaci=C3=B3n total<= /span> de 35 estudiantes<sp= an class=3D"awspan" style=3D"letter-spacing:1.3pt"> del </s= pan>5to. A=C3=B1o E= GB. Media.3.ResultadosLos res= ultados </sp= an>de la encuest= a <sp= an class=3D"awspan">aplicada a los</spa= n> estudiantes de quinto</sp= an> a=C3=B1o de la<sp= an class=3D"awspan" style=3D"letter-spacing:-0.55pt"> Unidad Educativa John Dalton</sp= an> reflejan un impacto<= span class=3D"awspan" style=3D"letter-spacing:0.45pt"> positivo de la gamificaci=C3=B3n en el proceso </= span>de ense=C3=B1anza-aprendizaje de las operacione= s matem=C3=A1ticas elementales. = El 73.5%</s= pan> de los estudiantes</spa= n> mejor=C3=B3 su rendimient= o <sp= an class=3D"awspan">acad=C3=A9mico tras las = actividades gamificadas, con= un 23.5% autoevalu=C3=A1ndose= <span= class=3D"awspan">bien y ninguno<s= pan class=3D"awspan" style=3D"letter-spacing:0.25pt"> con = rendimiento deficiente. Adem= =C3=A1s, </sp= an>el 94.1% puede<= /span> resolver ejercicios, y</= span> el 82.4% entiende<= span class=3D"awspan" style=3D"letter-spacing:0.05pt"> mejor las matem=C3=A1ticas,= con <spa= n class=3D"awspan">un 11.8% tambi=C3=A9n= mejorando su comprensi=C3=B3n.<s= pan class=3D"awspan" style=3D"letter-spacing:1pt"> El = inter=C3=A9s en matem=C3= =A1ticas = aument=C3=B3 para el 88.2%, </span= >y un 79.4%<s= pan class=3D"awspan" style=3D"letter-spacing:1.7pt"> se </s= pan>siente motivado = para <s= pan class=3D"awspan">aprender, mientras q= ue <spa= n class=3D"awspan">el 82.4% disfruta estas= <span= class=3D"awspan">actividades, aunque un<= /span> 17.6% prefiere participa= r <spa= n class=3D"awspan">ocasionalmente. Los tiempos<span= class=3D"awspan" style=3D"letter-spacing:0.2pt"> dedicados= a la pr=C3= =A1ctica </spa= n>fuera del aula</sp= an> var=C3=ADan, con un<spa= n class=3D"awspan" style=3D"letter-spacing:0.2pt"> 35.3% </= span>dedicando 3 h= oras <s= pan class=3D"awspan">a la semana, 20.6%</sp= an> 5= horas, y o= tros <s= pan class=3D"awspan">distribuyendo su tiemp= o <span= class=3D"awspan">entre 1 y 4 <spa= n class=3D"awspan">horas. En la integraci= =C3=B3n </spa= n>de actividades = grupales, </s= pan>seg=C3=BAn la = escala </span= >del 1 al<s= pan class=3D"awspan" style=3D"letter-spacing:0.65pt"> 5, <= /span>donde 1 es</= span> nunca y 5 es muy </spa= n>frecuente, los e= studiantes </s= pan>se situaron con<= /span> el 38.2% la escala </span= >4 y el 26.5% </sp= an>la escala 5. Por<= /span> otro lado, sobre<spa= n class=3D"awspan" style=3D"letter-spacing:0.3pt"> el </spa= n>fomento de trabajo= en equipo y colaboraci=C3=B3n en una escala </spa= n>del 1 (No, para<= /span> nada) al 6 (Si, </sp= an>mucho) el 41.2%= <span= class=3D"awspan">escogi=C3=B3 el 6,</spa= n> y el 44.1% = califica </sp= an>con un 5 establ= eci=C3=A9ndose= solo un peld= a=C3=B1o </spa= n>por debajo. Finalm= ente, <= span class=3D"awspan">en la escala<s= pan class=3D"awspan" style=3D"letter-spacing:3.3pt"> del </= span>1 (nada participativo)<s= pan class=3D"awspan" style=3D"letter-spacing:6.3pt"> al </s= pan>5 (muy participa= tivo), = 58.8% escogi=C3=B3 5= , <span= class=3D"awspan">demostrando mayor participaci=C3=B3n en c= lase, y con un 29.4% calific=C3=A1ndola con un 4.3.1. An=C3=A1lisis <= /span>El an= =C3=A1lisis <= /span>de los resul= tados = obtenidos a trav= =C3=A9s </spa= n>de la encuesta</= span> aplicadas revela un impac= to <sp= an class=3D"awspan">positivo de la= gamificaci=C3=B3n en el</span= > proceso de ense=C3=B1anza-ap= rendizaje </s= pan>de las operaciones matem=C3=A1t= icas elementales.En el rendimiento acad=C3=A9mico, y capacidad</span= > para resolver ejercicios</spa= n> el hecho de que el </s= pan>73.5% de los</= span> estudiantes haya mejorado= <span= class=3D"awspan">su rendimiento acad=C3= =A9mico </spa= n>sugiere que la g= amificaci=C3=B3n no solo genera </spa= n>un entorno de</s= pan> aprendizaje m=C3=A1s din= =C3=A1mico, <= /span>sino que tam= bi=C3=A9n facilita la comprensi=C3=B3n<= /span> de las matem=C3=A1ticas.= <span= class=3D"awspan">Adem=C3=A1s, con un</sp= an> 94.1% de los estudiantes manifestando que pueden</= span> resolver cualquier ejerci= cio <s= pan class=3D"awspan">relacionado con oper= aciones elementales, queda demostrado</= span> que permiten un= aprendizaje m=C3=A1s efecti= vo <s= pan class=3D"awspan">y pr=C3=A1ctico. Esto refuerza la idea = de <sp= an class=3D"awspan">que la motivaci=C3=B3= n <spa= n class=3D"awspan">generada por el= juego mejora significativamen= te <sp= an class=3D"awspan">el rendimiento acad=C3=A9mico.Mejora en l= a comprensi= =C3=B3n, el 82.4%</spa= n> de los estudiantes<sp= an class=3D"awspan" style=3D"letter-spacing:1.25pt"> que <= /span>indicaron tener<span= class=3D"awspan" style=3D"letter-spacing:1.25pt"> un mejor= entendimiento de<span= class=3D"awspan" style=3D"letter-spacing:0.4pt"> las </spa= n>operaciones matem=C3=A1ticas,</spa= n> y = otro 11.8% q= ue <spa= n class=3D"awspan">tambi=C3=A9n mejor=C3=B3 su comprensi=C3=B3n, evidencian que= la= gamificaci=C3=B3n no<= span class=3D"awspan" style=3D"letter-spacing:1.6pt"> solo = motiva, sino = que <sp= an class=3D"awspan">refuerza la adquisici=C3=B3n<spa= n class=3D"awspan" style=3D"letter-spacing:-0.3pt"> de </s= pan>conceptos clave en <= span class=3D"awspan">el =C3=A1rea de</sp= an> matem=C3=A1ticas. La reducc= i=C3=B3n </sp= an>del porcentaje = de estudiantes<= span class=3D"awspan" style=3D"letter-spacing:1.15pt"> con dificultades de<sp= an class=3D"awspan" style=3D"letter-spacing:1.15pt"> comprensi=C3=B3n sugiere que</spa= n> la metodolog=C3=ADa gamifica= da <sp= an class=3D"awspan">es accesible para una amplia gama de habilidades.</span= >= Inter=C3=A9s y motivac= i=C3=B3n, el aumento</= span> en el inter=C3=A9s</spa= n> por las matem=C3=A1ticas,</s= pan> con un 88.2% de<s= pan class=3D"awspan" style=3D"letter-spacing:-0.45pt"> estudiantes m=C3=A1s intere= sados </span= >en la asignatur= a, <s= pan class=3D"awspan">demuestra el poten= cial = de la gamificaci= =C3=B3n para <= /span>revitalizar el inter=C3=A9s = por materias = que <sp= an class=3D"awspan">tradicionalmente son v= istas <= span class=3D"awspan">como dif=C3=ADciles o= poco <= span class=3D"awspan">atractivas. Esta cone= xi=C3=B3n </sp= an>entre inter=C3=A9s y <sp= an class=3D"awspan">motivaci=C3=B3n es cruc= ial, <s= pan class=3D"awspan">ya que un 79.4% </sp= an>de los estudiantes expres=C3=B3= sentirse motivado<sp= an class=3D"awspan" style=3D"letter-spacing:1.2pt"> para </= span>aprender despu=C3=A9s<sp= an class=3D"awspan" style=3D"letter-spacing:1.2pt"> de </sp= an>participar en e= stas actividades. La motivaci=C3=B3n</spa= n> es un factor clave </spa= n>para lograr que<= /span> los estudiantes se</span= > involucren activamente y, al mismo tiempo, impulsen su aprendiz= aje.Preferencia por la gamific= aci=C3=B3n, el hecho</sp= an> de que el 82.4= % <span= class=3D"awspan">de los estudiantes disfru= te <spa= n class=3D"awspan">de las actividades</span= > gamificadas y desee<span= class=3D"awspan" style=3D"letter-spacing:0.6pt"> continuar= participando siempre<= span class=3D"awspan" style=3D"letter-spacing:0.6pt"> en </= span>ellas, muestra que<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> este </= span>enfoque no = solo <= span class=3D"awspan">es efectivo desde</= span> una perspectiva pedag=C3= =B3gica, </sp= an>sino que tambi=C3=A9n<spa= n class=3D"awspan" style=3D"letter-spacing:1.75pt"> es </s= pan>bien recibido = por <s= pan class=3D"awspan">los estudiantes. Aun= que <s= pan class=3D"awspan">un peque=C3=B1o porc= entaje </span= >prefiera participar ocasionalmente,= queda claro que<spa= n class=3D"awspan" style=3D"letter-spacing:0.7pt"> la </spa= n>mayor=C3=ADa se s= iente <= span class=3D"awspan">atra=C3=ADda por este= tipo de din=C3=A1micas en el aula.<= /p>Fo= mento del</= span> trabajo</spa= n> en </span= >equipo <sp= an class=3D"awspan" style=3D"font-style:italic">y participaci=C3=B3n <sp= an class=3D"awspan" style=3D"font-style:italic">en clase, la </= span>gamificaci=C3=B3n ha mostrado<= /span> ser efectiva para= promover el trabajo<sp= an class=3D"awspan" style=3D"letter-spacing:0.35pt"> en </= span>equipo, con = el <sp= an class=3D"awspan">44.1% calificando est= e aspecto </sp= an>con un 5<s= pan class=3D"awspan" style=3D"letter-spacing:2.3pt"> y </sp= an>un 41.2% d=C3=A1n= dole <s= pan class=3D"awspan">la puntuaci=C3=B3n m= =C3=A1xima. </= span>Este dato refue= rza <sp= an class=3D"awspan">la importancia de int= egrar = din=C3=A1micas colaborativas= dentro del proceso<sp= an class=3D"awspan" style=3D"letter-spacing:-0.1pt"> educativo. En cuanto a<s= pan class=3D"awspan" style=3D"letter-spacing:0.5pt"> la </s= pan>participaci=C3=B3n en<spa= n class=3D"awspan" style=3D"letter-spacing:0.5pt"> clase, <= /span>el 58.8% de</s= pan> los estudiantes consider=C3= =B3 <sp= an class=3D"awspan">que su implicaci=C3=B3n= en el aula mejor=C3=B3</= span> significativamente gracias a <s= pan class=3D"awspan">la gamificaci=C3=B3n, lo <= span class=3D"awspan">que subraya su</spa= n> capacidad para generar un ambiente de mayor participaci=C3=B3n= y compromiso.4.ConclusionesLa = aplicaci=C3=B3n de la gamif= icaci=C3=B3n <= /span>como estrategia did=C3=A1ctica en el apre= ndizaje </span= >de las operaciones elementales= de matem=C3=A1ticas<= span class=3D"awspan" style=3D"letter-spacing:2.85pt"> para estudiantes de<sp= an class=3D"awspan" style=3D"letter-spacing:2.85pt"> Educaci=C3=B3n General B=C3=A1sica media </spa= n>es una iniciativ= a <spa= n class=3D"awspan">innovadora que mejor= =C3=B3 </span= >la motivaci=C3=B3n, la = participaci=C3=B3n y el rendimiento acad=C3=A9mico. Esta</spa= n> estrategia logr=C3=B3 revitaliz= ar <spa= n class=3D"awspan">la ense=C3=B1anza matem= =C3=A1tica tradicional al transformar</span= > la= experiencia educativa= en= una m=C3=A1s atractiva </s= pan>y din=C3=A1mica, fomentando</spa= n> habilidades como la<s= pan class=3D"awspan" style=3D"letter-spacing:1.45pt"> resoluci=C3=B3n de problemas,</s= pan> el pensamiento cr=C3=ADtic= o <spa= n class=3D"awspan">y la creatividad, al</= span> mismo tiempo permiti=C3= =B3 <s= pan class=3D"awspan">generar un cambio</s= pan> positivo en la<span= class=3D"awspan" style=3D"letter-spacing:1.15pt"> actitud= de los estudiantes<s= pan class=3D"awspan" style=3D"letter-spacing:2.75pt"> hacia las matem=C3=A1ticas,</spa= n> incentivando un mayor= inter=C3=A9s y motivaci=C3=B3= n <spa= n class=3D"awspan">por aprender, </s= pan>lo que logr=C3= =B3 <sp= an class=3D"awspan">un entorno educativo</s= pan> m=C3=A1s estimulante y= efectivo para los educandos.</s= pan> Esta estrat= egia <s= pan class=3D"awspan">ha demostrado ser</spa= n> una herramienta altamente</span= > efectiva para mejorar el</span= > proceso de ense=C3=B1anza-ap= rendizaje </s= pan>en los estudia= ntes <= span class=3D"awspan">de quinto a=C3=B1o<= /span> de la Unidad Educativa</= span> John Dalton, espec=C3=ADf= icamente </sp= an>en el =C3=A1rea= <span= class=3D"awspan">de las operaciones mate= m=C3=A1ticas = elementales. Los<span= class=3D"awspan" style=3D"letter-spacing:-0.1pt"> resultados de las = encuestas </s= pan>aplicadas antes y <s= pan class=3D"awspan">despu=C3=A9s de la i= mplementaci=C3=B3n de la e= strategia </sp= an>gamificada reflejan un <= span class=3D"awspan">impacto significativo tanto = en el rendimiento acad=C3=A9mico com= o en la motivaci=C3=B3n y participaci=C3=B3n de los estudiantes.= En t=C3=A9rminos<= /span> de rendimiento<= /span> acad=C3=A9mi= co, el 73.5%<= /span> de los estudiantes= mejor=C3=B3 sus calificaciones tras = participar en acti= vidades </spa= n>gamificadas, lo = que <s= pan class=3D"awspan">sugiere que el</span= > uso de elementos l=C3=BAdicos= <span= class=3D"awspan">dentro del aula<= span class=3D"awspan" style=3D"letter-spacing:0.75pt"> no solo incrementa<spa= n class=3D"awspan" style=3D"letter-spacing:0.75pt"> el </s= pan>inter=C3=A9s de los </span= >estudiantes, sino que tambi=C3=A9n facilita una<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> mejor = comprensi=C3=B3n de<s= pan class=3D"awspan" style=3D"letter-spacing:2.55pt"> los = contenidos. Este<span= class=3D"awspan" style=3D"letter-spacing:2.55pt"> aumento= en el rendimiento<sp= an class=3D"awspan" style=3D"letter-spacing:-0.15pt"> se = vio reforzado por </s= pan>el hecho de<= /span> <span= class=3D"awspan">que el 94.1%<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> de los estudiantes<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> declar=C3=B3 que ahora es</s= pan> capaz de resolver<s= pan class=3D"awspan" style=3D"letter-spacing:0.45pt"> ejercicios de matem=C3=A1ticas<= /span> con mayor facilidad,</sp= an> lo que indica que<sp= an class=3D"awspan" style=3D"letter-spacing:1.8pt"> la </sp= an>gamificaci=C3=B3n ofrece<s= pan class=3D"awspan" style=3D"letter-spacing:1.8pt"> una </= span>v=C3=ADa efectiva para </span= >aplicar los concept= os <spa= n class=3D"awspan">aprendidos de manera pr=C3=A1ctica.</spa= n>Un aspecto= <span= class=3D"awspan">crucial de los<s= pan class=3D"awspan" style=3D"letter-spacing:2.55pt"> resultados es la mejora en la comprensi=C3=B3n de las matem= =C3=A1ticas. = El 82.4% = de <sp= an class=3D"awspan">los estudiantes afirm= =C3=B3 </span= >que entiende mejo= r <spa= n class=3D"awspan">los conceptos despu=C3=A9s de <spa= n class=3D"awspan">la implementaci=C3=B3n de<= /span> la= estrategia gamificada,<= span class=3D"awspan" style=3D"letter-spacing:3pt"> mientras = que un 11.8% adic= ional </span= >tambi=C3=A9n report=C3=B3<= span class=3D"awspan" style=3D"letter-spacing:-0.55pt"> avances en su comprensi=C3=B3n. Esto evidencia</= span> que la gamificaci=C3= =B3n no </span= >solo motiva a</span= > los estudiantes, sino<sp= an class=3D"awspan" style=3D"letter-spacing:1.4pt"> que </s= pan>tambi=C3=A9n apoya el = desarrollo de habili= dades cognitivas fundamentales, permitiendo= que una mayor proporci=C3=B3n de estudiantes= se aproxime a los contenidos = con =C3=A9xito. La <= span class=3D"awspan">reducci=C3=B3n del n= =C3=BAmero </s= pan>de estudiantes c= on dificultades = para entender las= matem=C3=A1ticas sugiere que</sp= an> esta= metodolog=C3=ADa es<spa= n class=3D"awspan" style=3D"letter-spacing:1pt"> inclusiva </= span>y puede beneficiar a estudiantes con distintos = niveles de habilidad.En cuanto = a <spa= n class=3D"awspan">la motivaci= =C3=B3n e</= span> inter=C3=A9s= , el 88.2%<= /span> de los estudiantes</span= > manifest=C3=B3 un mayor inter= =C3=A9s </spa= n>por las matem=C3= =A1ticas </sp= an>despu=C3=A9s de participar= en estas = actividades. = Este dato = es especialmente relevante, dado<s= pan class=3D"awspan" style=3D"letter-spacing:0.25pt"> que = las matem=C3=A1ticas<= span class=3D"awspan" style=3D"letter-spacing:0.25pt"> suelen ser una asignatura vista como complicada</spa= n> o poco atractiva<span= class=3D"awspan" style=3D"letter-spacing:2.55pt"> por </s= pan>muchos estudiantes.<span= class=3D"awspan" style=3D"letter-spacing:2.55pt"> La </sp= an>gamificaci=C3=B3n, al<spa= n class=3D"awspan" style=3D"letter-spacing:2.55pt"> introducir elem= entos </span= >como puntos, ni= veles </span= >y recompensas, transforma = la experiencia de </s= pan>aprendizaje en algo = din=C3=A1mico </= span>y atractivo, lo</sp= an> que = resulta en una</s= pan> mayor disposici=C3=B3n por<s= pan class=3D"awspan" style=3D"letter-spacing:1pt"> parte </sp= an>de los estudiantes para = involucrarse en = el <sp= an class=3D"awspan">aprendizaje de manera= <span= class=3D"awspan">activa. Adem=C3=A1s, = el <sp= an class=3D"awspan">79.4% de los estudian= tes <s= pan class=3D"awspan">indic=C3=B3 que se</= span> siente m=C3=A1s motivado<= /span> para aprender, lo= que subraya el impacto= emocional positivo de<= span class=3D"awspan" style=3D"letter-spacing:-0.3pt"> las din=C3=A1micas, que</span= > logran no solo captar <= /span>la atenci=C3=B3n de </spa= n>los estudiantes, sino tambi=C3=A9n mantenerla a lo= largo del tiempo.Un</= span> dato interesante es</s= pan> que el disfrute de las ac= tividades </= span>tambi=C3=A9n fue muy </= span>alto, con un 82.4% </span= >de los estudiante= s <spa= n class=3D"awspan">afirmando que les</spa= n> gustaron las actividades</sp= an> y que preferir=C3=ADan segu= ir <sp= an class=3D"awspan">participando en ellas= <span= class=3D"awspan">en el futuro.<sp= an class=3D"awspan" style=3D"letter-spacing:1.45pt"> Aunque un 17.6% = manifest=C3=B3 que le = gustar=C3=ADa participar ocasionalmente, = es <sp= an class=3D"awspan">evidente que la</span= > gran mayor=C3=ADa de<s= pan class=3D"awspan" style=3D"letter-spacing:0.55pt"> los = estudiantes encuentra estas<= /span> <span= class=3D"awspan">din=C3=A1micas atractivas y </spa= n>estimulantes. Esto<span= class=3D"awspan" style=3D"letter-spacing:-0.15pt"> refuerza la idea de </span= >que la gamifica= ci=C3=B3n </= span>no solo es efec= tiva <s= pan class=3D"awspan">desde una perspectiva<= /span> pedag=C3=B3gica, sino que</= span> tambi=C3=A9n es percibida</s= pan> como algo positivo por= los propios estudiantes,</span= > lo= cual es fund= amental </span= >para su =C3=A9xito<= /span> a largo plazo.Otro punto relevant= e <span= class=3D"awspan">es el fomento del tr= abajo en</sp= an> equipo<s= pan class=3D"awspan">. La gamificaci=C3=B3n= ha demostrado ser una</spa= n> estrategia efectiva para= promover la colaboraci=C3=B3n<= /span> entre los estudiantes. El</= span> 44.1% calific=C3=B3 el</span= > trabajo en equipo<span= class=3D"awspan" style=3D"letter-spacing:0.2pt"> con </spa= n>una puntuaci=C3=B3n de <s= pan class=3D"awspan">5, y un 41.2% le <= /span>dio la cal= ificaci=C3=B3n m=C3=A1s alta,<sp= an class=3D"awspan" style=3D"letter-spacing:-0.15pt"> lo = que indica que </span= >los estudiantes valoran </s= pan>positivamente las din=C3=A1mic= as <sp= an class=3D"awspan">grupales promovidas = a <spa= n class=3D"awspan">trav=C3=A9s de la</spa= n> gamificaci=C3=B3n. La integr= aci=C3=B3n </= span>de actividades colaborativas</= span> dentro del proceso<sp= an class=3D"awspan" style=3D"letter-spacing:3.2pt"> de </sp= an>ense=C3=B1anza es crucial, </sp= an>no solo para</spa= n> desarrollar competencias acad=C3=A9micas,</sp= an> sino tambi=C3=A9n habili= dades </span= >sociales que so= n <sp= an class=3D"awspan">esenciales en la</s= pan> vida cotidiana.En cuanto<sp= an class=3D"awspan" style=3D"letter-spacing:2.25pt"> a </s= pan>la = participaci=C3=B3n en = clase, </span= >el 58.8% de</span= > los estudiantes otorg=C3=B3</= span> la calificaci=C3=B3n m=C3=A1s alta </span= >a su propia<= span class=3D"awspan" style=3D"letter-spacing:0.1pt"> participaci=C3=B3n, mientras que</= span> un 29.4% la evalu=C3=B3 <= /span>con una puntuaci=C3=B3n= de </spa= n>4. Este dato<sp= an class=3D"awspan" style=3D"letter-spacing:2pt"> subraya </s= pan>la capacidad de</spa= n> la <= /span>gamificaci=C3=B3n para<sp= an class=3D"awspan" style=3D"letter-spacing:2pt"> generar </s= pan>un entorno de aula </spa= n>m=C3=A1s participativo,<s= pan class=3D"awspan" style=3D"letter-spacing:-0.15pt"> donde los estudiantes</spa= n> se sienten m=C3=A1s</span= > comprometidos e involucrados en <sp= an class=3D"awspan">el proceso de<sp= an class=3D"awspan" style=3D"letter-spacing:1.2pt"> aprendizaje. El hecho de = que los estudiantes<= /span> valoren su propia particip= aci=C3=B3n </= span>como alta ref= leja <= span class=3D"awspan">el =C3=A9xito de</s= pan> la estrategia para<= span class=3D"awspan" style=3D"letter-spacing:1.45pt"> crear un ambiente donde se si= entan activos y responsables de su propio aprendizaje.En conclusi=C3=B3n,</span= > se= presenta como una = estrategia pedag=C3=B3gica<sp= an class=3D"awspan" style=3D"letter-spacing:1.1pt"> eficaz = no solo para = mejorar </span= >el rendimiento acad= =C3=A9mico </s= pan>en =C3=A1reas c= omo <sp= an class=3D"awspan">las matem=C3=A1ticas, s= ino <sp= an class=3D"awspan">tambi=C3=A9n para aumentar la = motivaci=C3=B3n, el inter=C3=A9s = y la particip= aci=C3=B3n </s= pan>de los estudiant= es <spa= n class=3D"awspan">en el aula. La combinaci=C3=B3n de elementos</spa= n> l=C3=BAdicos con objetivos</= span> educativos permite a</spa= n> los estudiantes aprender de<= /span> manera m=C3=A1s efectiva= <span= class=3D"awspan">y disfrutar del<= span class=3D"awspan" style=3D"letter-spacing:3.05pt"> proceso, creando un<sp= an class=3D"awspan" style=3D"letter-spacing:3.05pt"> ambiente de aprendizaje positivo</= span> y din=C3=A1mico. Adem=C3=A1s= , <span= class=3D"awspan">el fomento del<spa= n class=3D"awspan" style=3D"letter-spacing:0.6pt"> trabajo = en equipo y= la mejora en la<spa= n class=3D"awspan" style=3D"letter-spacing:1.1pt"> comprensi=C3=B3n de los contenidos = sugieren que la <s= pan class=3D"awspan">gamificaci=C3=B3n es una <s= pan class=3D"awspan">metodolog=C3=ADa inclusiva, capaz</spa= n> de= adaptarse a = las <sp= an class=3D"awspan">necesidades de estudian= tes <sp= an class=3D"awspan">con diferentes niveles<= /span> de habilidad. Por todo</spa= n> ello, la implementaci=C3=B3n</s= pan> de este tipo = de <spa= n class=3D"awspan">estrategias en el= curr=C3=ADculo educativo tiene el </spa= n>potencial de transformar= la experiencia<span= class=3D"awspan" style=3D"letter-spacing:-0.45pt"> de </= span>ense=C3=B1anza-aprendizaje en= <spa= n class=3D"awspan">un proceso m=C3=A1s significativo y satisfactorio para l= os estudiantes.5.Conflicto de interesesLos autores<s= pan class=3D"awspan" style=3D"letter-spacing:2.1pt"> declaran que no e= xiste <= span class=3D"awspan">conflicto de interese= s <span= class=3D"awspan">en relaci=C3=B3n con</spa= n> el= art=C3=ADculo presentado.6.Declaraci=C3=B3n de contribuci=C3=B3n de los autoresTodos autores contribuyeron significativa= mente en la elaboraci=C3=B3n del art=C3=ADculo.7.Costos= de financiamiento La<= /span> <span= class=3D"awspan">presente investigaci=C3=B3n<span= class=3D"awspan" style=3D"letter-spacing:-0.65pt"> fue <= /span>financiada en su </sp= an>totalidad con fondos </sp= an>propios de lo= s <sp= an class=3D"awspan">autores.8.Referencias Bibliogr=C3= =A1ficasAcosta-Yela, M= . 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