Gamification as a strategy for improving the teaching-learning process in upper primary and secondary education

Abstract

The research aims to evaluate the influence of gamification on mathematics learning among students in upper secondary and high school levels. For this, a mixed quasi-experimental design was used with a group of 70 students from the Alejandro Andrade Coello Educational Unit. The students were divided into two groups: the experimental group, which participated in gamified activities, and the control group, which received traditional lessons. The difference lies in the application of digital tools such as Kahoot, Quizizz, and Classcraft, as well as physical resources like cards and interactive whiteboards in the experimental group. The results of a post-test evaluation show that the experimental group significantly improved academic performance, with a 26.5% increase compared to 5.9% in the control group. Additionally, gamification demonstrated an increase in student engagement and participation, leading to greater dedication and the ability to overcome academic challenges. The implementation of this strategy not only facilitated learning but also helped reduce school dropout rates by providing a more engaging and dynamic environment for students. These findings illustrate the effectiveness of gamification as an educational strategy to improve both academic performance and students' intrinsic motivation.