La gamificación en la enseñanza de las Matemáticas en Educación Básica un enfoque para fomentar la motivación y el aprendizaje

Source abstract

This study analysed the effects of gamification as a didactic strategy in the teaching of mathematics in rural basic education institutions in Ecuador, using a mixed methodology. A pedagogical intervention with a gamified approach was implemented in an experimental group, while a control group continued with the traditional approach. Quantitative results showed a significant increase in the academic performance of the experimental group, especially in tasks involving logical reasoning and non-routine problem solving. At the same time, there was a notable increase in the levels of intrinsic motivation, interest in the subject and perceived self-efficacy among the students exposed to gamification. From the teaching perspective, the strategy was positively evaluated, highlighting improvements in classroom climate, student participation and the development of socioemotional skills. Although challenges in planning and implementation were identified, the benefits outweighed the perceived difficulties. The study demonstrates that gamification can be effectively applied in rural contexts, even without advanced technology, and that its pedagogical potential lies in intentional design, teacher mediation and emotional connection to learning. It is concluded that gamification represents a viable and inclusive alternative to promote meaningful learning in mathematics and other areas, especially in environments with structural constraints. Finally, its incorporation in teacher training and curriculum development policies is recommended as a tool for student-centred educational transformation.