Gamification as a teaching strategy for learning the subject of biology

Abstract

Introduction: gamification, as a didactic strategy, has emerged in the current educational context to address the limitations of traditional methods, particularly in complex areas such as biology, where abstract concepts tend to demotivate students. This innovative approach integrates elements of play, such as rewards and levels, with the purpose of fostering active, meaningful, and engaging learning. Objectives: Based on this premise, the study aimed to determine how gamification influences the motivation and academic performance of students in the first year of high school in the subject of biology in the "17 de September" Educational Unit. To answer this question, a mixed research methodology with a quasi-experimental design was adopted. Methodology: The research included an experimental group, which participated in gamified activities, and a control group, which continued with traditional methods. Data was collected through surveys, interviews, observation guides, and rating analysis. Digital tools such as Educaplay and Quizizz, integrated into the Google Classroom platform, were used to design and manage the gamified activities. Results: The results show that the students in the experimental group demonstrated greater interest, active participation and autonomous learning compared to the control group. This was reflected in a significant increase in their academic performance, with an average of 9.11 compared to 8.45. Elements such as feedback and levels stood out as key factors to strengthen intrinsic motivation and content comprehension, even outweighing the impact of competition and rewards. In addition, teachers identified notable improvements in student engagement, who positively valued this methodology in contrast to traditional methods. Conclusions: In conclusion, gamification proves to be an effective strategy to transform the teaching of Biology in the context of high school. By promoting dynamic and personalized learning, this methodology not only improves academic performance, but also motivates students and facilitates their active involvement in the educational process. These findings underscore the need to continue exploring and implementing innovative strategies that respond to the demands of the 21st century, ensuring a more inclusive and meaningful education for all. General area of study: Educational Sciences. Specific area of study: Didactics of Biology. Type of item: original.