Gamification: training and popularity; existing challenges of its implementation within the classroom in educational institutions in the rural areas of Ecuador

Abstract

Introduction. Gamification uses digital technologies to create games in playful environments, which improves motivation and academic performance. Although these educational technologies are effective, their adoption in Ecuador faces difficulties, especially in rural areas like Cotopaxi. This study explores gamification from the perspectives of training, popularity, and challenges of its implementation. Objective. The main objective of this research is to analyze the relationship between teacher training and the popularity of gamification in public institutions in the province of Cotopaxi, located in rural areas of the cities of La Maná, Pujilí, and Sigchos, identifying the prominent challenges for its effective implementation in the teaching process. Methodology. A mixed-method approach was used, with a non-experimental design. Data was collected through surveys and document reviews to analyze the training, popularity, and challenges of gamification in rural institutions of Cotopaxi. Statistical analysis included Chi-square tests and the Phi coefficient, complemented by a qualitative analysis based on inductive coding and a literature review. Results. The Chi-square analysis revealed a significant difference between teachers who are familiar with gamification and those who have received training. The Chi-square values and p-value indicate a statistically significant relationship between the two variables. The Phi coefficient indicates a moderate to strong association. Additionally, 69% of the teachers identified the lack of technological resources as the biggest challenge to implementing gamification, 20% mentioned student resistance to change, and 10% pointed to the lack of time for planning activities. Conclusion. The results show a sincere relationship between being familiar with gamification and having received training to implement it. Trained teachers are more likely to apply these technologies in the classroom. The challenges for implementing these technologies are the lack of technological resources, student resistance to change, and lack of time to plan gamification activities. General area of study: Education. Specific area of study: Gamification. Type of study: Original articles.