Gamificación en el aprendizaje de matemáticas en los estudiantes de la oferta educativa para personas jóvenes, adultas y adultas mayores con escolaridad inconclusa de primer año de bachillerato acelerado de la Unidad Educativa Quisapinch

Abstract

The students participating in the educational offer aimed at young people, adults and older adults with unfinished schooling face various challenges in the educational field, especially in the area of Mathematics. Significant difficulties related to very basic knowledge, poor problemsolving skills, and limited understanding of key concepts were identified. Faced with this problem, the general objective of this study was to determine the contribution of gamification in the process of learning mathematics in students of the first year of accelerated high school of the Quisapincha Educational Unit. To fulfill this purpose, a mixed approach methodology was applied, combining quantitative and qualitative techniques, under a longitudinal applied preexperimental design. This strategy made it possible to observe and measure changes in the level of learning before and after the implementation of the pedagogical intervention. The sample was composed of 20 students, who actively participated in class sessions structured through the use of gamification elements, such as interactive challenges, symbolic rewards, playful dynamics and educational digital platforms. The results obtained demonstrated a significant improvement in the mathematical learning of the participants. The average grade in the pre-test was 5.5 out of 10, a level that is classified as "close to achieving the required learning". After the gamification intervention, the average rose to 9.25 points, placing the students at the level of "master the required learning", with an improvement of 3.75 points in the arithmetic mean. These findings support the effectiveness of gamification as an innovative didactic strategy that not only motivates, but also improves comprehension and performance in mathematics, especially in educational contexts where students have discontinuous school trajectories.