La Gamificación Narrativa en el Aprendizaje de la Factorización para el Décimo Año de la Unidad Educativa Nicolás Martínez

Abstract

This 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.