Ciencias Humanas y de la Educación
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Item La gamificación en la enseñanza aprendizaje de la multiplicación con los estudiantes de cuarto grado de educación general básica de la Unidad Educativa “Juan José Flores” de la parroquia Chugchilán del cantón Sigchos(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Cunuhay Chusin Elith Maritza; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe limited incorporation of innovative didactic strategies, such as gamification, in the teachinglearning process of multiplication is one of the main causes of low academic performance in the area of Mathematics. The lack of motivation, combined with traditional and less dynamic pedagogical practices, limits the meaningful understanding of multiplicative concepts and negatively affects academic progress, generating learning gaps that widen over time. In response to this issue, the objective of this research is to investigate the use of gamification and its contribution to the teaching and learning of multiplication with fourth-grade students of Basic General Education at Unidad Educativa “Juan José Flores” in the parish of Chugchilán, Sigchos canton. The methodology employed was a pre-experimental design with a mixed approach—both quantitative and qualitative—and a descriptive level. Techniques included a structured interview directed at the teacher and a survey applied to 26 fourth-grade students, along with pretest and posttest assessments to evaluate the impact of gamification. The results showed a significant improvement in student performance: 57.7% mastered the expected learning outcomes and 30.8% achieved the required level, while only 3.8% remained at a low level. Furthermore, the teacher expressed a highly positive perception of gamification, highlighting its ability to foster active participation, reduce anxiety, and enable more personalized and motivating instruction. It is concluded that gamification is an effective methodological tool for optimizing the learning of multiplication, by transforming the classroom into a dynamic, engaging, and meaningful environment. Its continuous implementation in the classroom and teacher training in gamified strategies is recommended to reinforce its pedagogical effectiveness.Item Uso de Kahoot en actividades de evaluación en la asignatura de lengua y literatura con estudiantes de séptimo grado en la Unidad Educativa Juan León Mera "La Salle" de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-01) Ortiz Ocaña Jennifer Nicole; Mera Constante Medardo Alfonso; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research focuses on the use of Kahoot in evaluation activities in the subject of Language and Literature with seventh grade students of the Juan León Mera Educational Unit “La Salle”, in the city of Ambato. This study acquires relevance in view of the need to integrate technological tools that turn evaluation into a more dynamic, motivating and participative process, adjusted to the demands of current education. Its scientific contribution lies in demonstrating how the use of gamified strategies improves learning and strengthens the evaluation process. The general objective was to evaluate the impact of Kahoot on assessment activities in Language and Literature. The research was developed within the line of Social and Educational Behavior, with a mixed approach, pre-experimental design, descriptive level and bibliographic, documentary and field modality. The sample consisted of 34 students of the Seventh Grade parallel “B” and a teacher. Three instruments were applied: a Likert-type survey to the students to learn about their experience with Kahoot; a structured interview with the teacher to gather her perspective on its application; and a diagnostic test (pretest and posttest) focused on the use of the dot and comma. The results showed that Kahoot improves motivation, comprehension, self-evaluation and feedback. In addition, a significant increase in academic performance was evidenced when comparing the results between the pretest and posttest. It is concluded that Kahoot has a positive impact on assessment, contributing to the strengthening of learning in Language and Literature.Item Gamificación y el aprendizaje de las operaciones básicas de los estudiantes de tercer año de educación básica de la Unidad Educativa Suizo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-25) Galarza Moya Cristina Marisol; Wilma Elizabeth Suárez Mosquera; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaIn the current educational field, playful strategies emerge as an innovative and versatile option to enrich students' learning experiences. These strategies aim to transform the traditional educational process, making it more dynamic, engaging, and meaningful for learners. One of the most prominent methodologies in this context is gamification, which involves turning academic activities into exciting and rewarding challenges, emulating characteristics of games. This methodology has proven particularly effective in capturing students' attention and improving both their academic performance and their attitude towards subjects traditionally perceived as difficult, such as mathematics. This study evaluated the impact of gamification on teaching basic operations to thirdyear primary education students. Its main objective was to determine whether this methodology could significantly enhance not only academic outcomes but also students' motivation and interest in mathematical learning. To achieve this, a preexperimental design with two groups was adopted, allowing for a comparison of the effects of a gamified intervention. The research combined quantitative and qualitative approaches, relying on an exhaustive literature review and direct classroom observation. Statistical tools, such as the Student's t-test and Cronbach's alpha coefficient, were used to analyze the collected data. The sample consisted of 28 thirdyear students divided into two groups: "A" and "B." The results revealed that several technological tools, such as WordWall, Educaplay, Kahoot, and Gynzy, played a key role in fostering interactive learning. The implementation of gamified activities in the educational setting increased student participation and motivation, having a positive impact on the learning process. It is recommended to promote equitable access to these tools and provide continuous training to teachers and students, thus ensuring an effective and meaningful use of educational technologies.Item La Gamificación en el aprendizaje de Matemática en los estudiantes de Quinto Grado de la Unidad Educativa "Agustín Albán" de la ciudad de Pujilí(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-21) Cuchiparte Pallo Franklin Wilfrido; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaGamification is a technique that incorporates elements and dynamics from games, increasing students' motivation, engagement, and active participation. By making learning more appealing and dynamic, it promotes meaningful learning, thereby improving academic performance. The objective of this research was to analyze the importance of gamification in learning mathematics among fifth-grade students at the "Agustín Albán" Educational Unit in the city of Pujilí. The methodology followed a mixed qualitative-quantitative approach at a descriptiveexploratory level, with bibliographic, documentary, and field-based modalities. The population consisted of 26 students and 5 Basic Education teachers, comprising the total sample. The techniques used were objective tests and surveys. Similarly, the instruments applied included pre-tests and post-tests, which demonstrated that implementing gamification helps improve students' academic performance. However, the survey results revealed that although teachers are knowledgeable about this methodology, its application is very limited. It is concluded that gamification transforms mathematics learning into a dynamic and engaging experience, fostering skills such as teamwork, creativity, and logical reasoning. Integrating it into teaching practices is essential to overcome traditional methodologies and promote meaningful learningItem Gamificación en el ecuavoley en la motivación en estudiantes de bachillerato general unificado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Játiva Rosero Wilson Gonzalo; Mayorga Ortiz Diego Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThe study addresses the implementation of gamification in ecuavoley as a pedagogical strategy to increase academic motivation in students of the Unified General Baccalaureate (BGU). The research focuses on how this traditional Ecuadorian sport, combined with game elements, can positively influence learning, physical and social development, and group cohesion. Gamification, defined as the integration of playful elements into non-game activities, includes strategies such as points, levels, badges, and leaderboards. These dynamics foster students' intrinsic and extrinsic motivation, enhancing their interest, participation, and performance both academically and athletically. Through ecuavoley, students develop technical skills, strengthen their interpersonal intelligence, and improve their ability to collaborate and solve problems as a team. The study employs the Motivational Assessment Questionnaire for the Learning Process (EMPA) to measure motivation levels before and after the implementation of gamified strategies. The results demonstrate a significant increase in students' motivation upon incorporating these dynamics, highlighting the effectiveness of this approach in improving academic and athletic engagement. Furthermore, the cultural significance of ecuavoley is emphasized, reinforcing national identity and connecting new generations to their roots. This sport, adapted to the educational context through gamification, not only enhances motor skills and physical performance but also fosters healthy competition and teamwork, essential for students' holistic development. In conclusion, gamification applied to ecuavoley emerges as an innovative and effective tool in the educational field, motivating students to actively participate and overcome challenges while integrating cultural and pedagogical elements that enhance learning and social developmentItem Gamificación de la educación física en la motivación en estudiantes de educación general básica elemental(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-17) Morales Turushina Pamela Karina; Flores Robalino Rosita Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteGamification in physical education incorporates game elements, such as points and levels, to enhance motivation among students in Elementary General Basic Education. This strategy promotes participation, teamwork, and social skills, creating a dynamic learning environment tailored to educational needs. The study focused on analyzing the impact of gamification on the motivation of students at the José Ignacio Ordóñez Educational Unit. A quantitative, pre-experimental, and longitudinal approach was employed, with 60 third-year students evaluated through pretests and post-tests. Initially, 23.3% exhibited low motivation, 18.3% medium motivation, and 58.3% high extrinsic motivation. After implementing gamified activities, 80% achieved high motivation and 20% medium motivation. Statistical analysis using the Wilcoxon test (P < 0.05) revealed a significant effect, confirming that gamification significantly enhances motivation. The conclusions highlighted that gamification positively impacts students' performance and motivation, fostering a participatory and engaging environment that encourages intrinsic motivation. Previous studies, such as those by Torres (2022) and López (2017), support these findings, emphasizing the effectiveness of gamification in increasing participation, improving motor skills, and boosting academic success.Item La gamificación y el aprendizaje de la matemática(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-17) Cortez Granja Jorge Andrés; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThrough a previous research in which it was posible to extract important information about the research as background and theoretical foundations of gamification and learning mathematicsThe objective of the Project was to analyze how gamification affects the learning of mathematics. A mixed approach was established as the main methodology, which allowed the data collection to be more adequate to the need of the research, the modality chosen was field as well as bibliographic-documentary, which provided an extensive means of information, taking into account levels such as exploratory and pre-experimental. The main research Axia of the Project was to analyze if gamification is related to the learning of mathematics, it was developed throught a sample of 77 fourth year students of the Educational Unit “Rosa Zárate” with the goa lof meeting the current needs of educational models by enhancing attitudes and skills. As a consequence, a structured questionnaire was used in order to indentify the level of knowledge of the TAC tools in the students and the PROCALCULUS test, subsequently a pedagogical test was developed that allowed analyzing the performance in the áreas of mathematics by means of a pre and post test. For the development of the intervention, digital tools such as Kahoot, Liveworksheets and Educaplay were used. Finally, to verify the acceptance of the technological level, the TAM model was used, which indicated that the result of the application was very satisfactory. These data were tabulated using the chi-square statistic and T student. In conclusion, the results show that students increased their performance in learning mathematics through the use of gamification, so the use of gamifield game is an effective method to increase motivation and enhanced their performance.Item Gamificación en la coordinación óculo-pédica en estudiantes de educación básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de la Actividad Física y deporte, 2025-01-17) Paredes Acosta Steeven Joel; Sánchez Guerrero Mentor Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Actividad Física y DeporteThis research examines the impact of gamification on the development of ocular-pedal coordination in middle school students, a key skill for motor performance in physical and sports activities, highlighting its relevance due to the increasing integration of playful technologies in educational environments. The main objective was to determine how gamification influences ocular-pedal coordination in students aged 8 to 11 years through a program of activities based on playful dynamics. A quasiexperimental study with a quantitative approach was conducted using the Ladder Test to assess 56 students from the Fray Vicente Solano school, who participated in training sessions with the Dance Dash video game, which stimulates synchronization between the eyes and feet. The results showed a significant improvement in coordination levels: before the intervention, 8.9% of the students had a low level, 67.9% had a normal level, and 23.2% had a high level; after the intervention, 71.4% achieved a high level, and 28.6% remained at a normal level, with no low levels remaining. This improvement was statistically significant, confirmed by the Wilcoxon signed-rank test. It is concluded that gamification, especially through innovative tools like interactive video games, is an effective strategy to improve ocular-pedal coordination in students, providing evidence for integrating gamified dynamics into the physical education curriculum, promoting a more dynamic, motivating, and effective learning experience for children's motor development.Item La Gamificación Narrativa en el Aprendizaje de la Factorización para el Décimo Año de la Unidad Educativa Nicolás Martínez(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-01-13) Jordán Bolaños Carlos Rodrigo; Sánchez Guerrero Mentor Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la MatemáticaThis study focuses on exploring the impact of narrative gamification on the learning process of factoring for tenth-grade students. To this end, previous research on the current state of the variables under study has been reviewed to subsequently define them. The methodological structure employed an experimental design of a pre-experimental class with a single participant group of 17 students. The level of study is relational, as well as the qualitative-quantitative approach, using instruments such as surveys, pre-tests, and post-tests, previously validated by experts, with the aim of identifying the level of knowledge regarding factoring content and students acceptance of narrative gamification during the intervention. The results obtained demonstrate an increase of 3.27 points in the post-test following the use of the narrative gamification strategy "The Forest of Factoring" in the learning process. Additionally, it was observed chat 82.35% of students would like to participate in educational math activities that include playful aspects and competencies (narrative gamification) in content development. Therefore, to verify the effectiveness of narrative gamification in learning factoring, the Student's T-test was applied between the means of the pre-test and post-test. In conclusion, the application of innovative strategies such as narrative gamification significantly improves learning in factoring; thus, it is recommended to implement innovative activities that promote participation, motivation, willingness, and learning among students.Item Serious Game y el aprendizaje de las matemáticas en la unidad Educativa Picaihua(2024-11-06) Guamán Palate Héctor Darío; Mayorga Ases María José; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Educación Mención en Enseñanza de la MatemáticaLa presente tesis titulada “Serious Game y el aprendizaje de las matemáticas en la Unidad Educativa Picaihua” tiene como objetivo principal determinar el aporte de Serious Game en el aprendizaje de la matemática en estudiantes del noveno año de EGB de la Unidad Educativa Picaihua. En la metodología se empleó un diseño de investigación pre experimental, en el cual los participantes fueron asignados aleatoriamente con preprueba y post prueba en un solo grupo, utilizando un enfoque mixto (Cualitativo y Cuantitativo). Se trabajó con una modalidad Bibliográfica documental y de campo. Se utilizó la técnica de encuesta y el instrumento cuestionario, aplicado como pre test y post test para los estudiantes, los cuales estaban compuestos por 6 ejercicios matemáticos diseñados específicamente para evaluar sus conocimientos. La población está constituida por 29 estudiantes de noveno año de EGB que conforman un solo grupo. Los resultados de la investigación indicaron que, después de aplicar el pre test, el 72 % de los estudiantes no alcanzan los aprendizajes esperados. No obstante, tras la implementación de la herramienta Serious Game, se demostró que el 41% de los estudiantes ahora dominan los aprendizajes requeridos, junto con un 41% de los estudiantes que alcanzan los aprendizajes básicos. Estos resultados muestran una mejora significativa en el desempeño académico de los estudiantes tras la intervención con Serious Game, como se evidenció en el pos test, confirmando así la hipótesis alternativa que establece que el uso de Serious Game sí aporta como estrategia de aprendizaje para la enseñanza de la matemática en estudiantes del noveno año de EGB de la Unidad Educativa Picaihua. Como conclusión, la aplicación de los Serious Game orientados al apoyo del aprendizaje de los casos de factoreo aportó significativamente y permitió que se determine la incidencia del aprendizaje de estos importantes conocimientos matemáticos fundamentales y esenciales.
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