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

Introduction: This article aims to investigate the pedagogical processes that are developed with children diagnosed with ADHD in physical education classes. Objective: The main objective is to determine a methodological strategy that optimizes the development of physical activities aimed at children with attention deficit hyperactivity disorder. Methodology: The study population is six children between 11 and 12 years old who suffer from attention deficit hyperactivity disorder, data collection instruments were implemented that were applied to teachers of the educational institution as well as to the children who make up the study group; A guide of methodological strategies is proposed as a complement within the Physical Education classes and that do not affect the existing academic plans to optimize the integral development of students when they perform physical activities within the educational institution. Results: after the application of these instruments, the identification of effective strategies to improve the attention and participation of children with ADHD in physical activities was achieved. Conclusion: the adaptation of physical activities to the individual needs of children with ADHD can increase their motivation to improve attention and concentration, the activities that are developed should be attractive to the students so that their attention will be maintained for longer. General Area of Study: Inclusive Physical Education. Specific area of study: ADHD. Type of study: original.

Introduction. Students with incomplete education face multiple challenges that affect their learning of the English language. Among the factors that aggravate the situation are that classes are only held on weekends, which limits interaction and continuous support from teachers. This lack of contact hinders the consolidation of elucubrations and the practice of the language, essential for the mastery of any foreign language. Objective. To generate a didactic strategy based on the Duolingo mobile application as a support tool in the teaching-learning process of the English subject. Methodology. It has a quantitative, non-experimental approach; it is basic according to its objective, with a descriptive scope; according to its design it is documentary and field; according to time it is transversal. The synthetic method was applied. The population was 15 learners with incomplete schooling, in the English area of the PCEI Monsignor Leónidas Proaño Educational Unit, to whom a questionnaire of ten questions was applied. Results. Most learners use Duolingo to improve their vocabulary, with respondents accessing it several times a week. It is highlighted that interactive lessons are perceived as the most valuable feature. They consider that Duolingo has improved their ability to learn English, which validates its usefulness as a complement to traditional classes. 40% of them feel that the application has helped them recover time in their learning. Motivation is also presented as a positive aspect, with learners reporting motivation levels that fluctuate between "motivated" and "very motivated." Conclusion. The results support the effectiveness of Duolingo as a support tool in teaching English, promoting vocabulary and grammar, and improving the pronunciation and motivation of learners. The designed teaching strategy, which integrates the use of Duolingo with complementary activities in the classroom and progress monitoring, has the potential to be a valuable resource in the training of students with incomplete education. General area of study: education. Specific area of study: educational technology. Type of article: original.

Introduction: The teaching of industrial mechanics faces increasingly complex challenges due to the need to train professionals capable of adapting to constantly evolving technological environments. Objectives: The general objective of this study was to determine the impact of gamification on the learning process in the subject of industrial mechanics. Methodology: Non-experimental quantitative research was conducted, based on surveys of 139 students who participated in gamified activities. Results: The results show mostly positive perceptions regarding the implementation of gamification, with acceptance percentages ranging from 61.2% to 74.1% in dimensions such as motivation, social interaction, feedback, and conceptual understanding. The Spearman correlation (ρ=0.901/ rho = 0.901/ ρ=0.901) revealed a positive and strong relationship between gamification and learning, being statistically significant at the 0.01 level, suggesting that gamification is an effective strategy in the teaching of industrial mechanics. However, between 25% and 40% of students did not perceive such a favorable impact, highlighting the need to adjust gamified strategies to address individual differences in learning styles. The areas of immediate feedback (61.2%) and adaptability (62.6%) show lower acceptance, indicating that these aspects need to be improved. Conclusions: The findings confirm the effectiveness of gamification and offer a solid basis for future research and the implementation of gamified methods in industrial and technical contexts. General area of study: Education. Specific area of study: Pedagogy Technical Vocational Training. Type of article: Original.

Introduction: The problem raised focused on the need to determine whether the incorporation of game elements in the educational environment could improve student engagement and academic outcomes. Objective: The overall objective of this research was to evaluate the impact of gamification on the academic performance and motivation of higher basic education students. Methodology: The methodology used included descriptive and correlational study, through the application of a pre- and post-application survey to 30 students, which evaluated their perceptions about gamification, their academic performance, and their motivation. The data were analyzed using Spearman's correlation coefficient to identify significant relationships between the variables. Results: The main conclusion of the correlation revealed a strong and positive relationship between gamification and academic performance, with a coefficient of 0.937, and between gamification and student motivation, with a coefficient of 0.863. This suggests that the implementation of gamification strategies in the classroom not only improves academic performance, but also significantly increases student motivation, which in turn contributes to better educational outcomes. These findings support the integration of gamification as an effective tool in the educational process. Conclusions: Gamification generates a high motivational impact on the student and generates an increase in academic performance, due to the interaction and rewards that were used that allowed them a high interest in learning. It should be noted that the design and planning must be balanced in a contextualized way. General study area: Education Specific study area: Digital environment. Type of study: Original article.