La gamificación y el aprendizaje de matemática en estudiantes en la Unidad Educativa Hispano América

Abstract

The objective of this study was to analyze the contribution of gamification to mathematics learning in 8th-grade students at the Hispano América Educational Unit. The research was conducted using a pre-experimental descriptive design; a qualitative-quantitative approach was used, with a bibliographic-documentary and field modality. The technique used was a survey and a pre and post-test, the instrument, a structured questionnaire of 8 questions. The study population consisted of 32 students. The survey results showed interest in participating in gamified activities, with 96.88% interested in participating in dynamics that incorporate game elements and competitions. The pretest revealed that 68.75% of respondents were close to achieving the required learning, after the application of the proposal and the post-test it was evidenced that 53.13% and 43.75% reached and mastered the required learning, the averages were 6.19 and 8.81 respectively, an increase in averages was observed after the implementation of gamification, which indicated a better understanding of mathematical concepts and development of problem-solving skills with rational numbers, these data demonstrated a significant improvement in students' academic performance, through a normality test it was decided to use the Wilcoxon statistic which confirms the hypothesis: gamification contributes to mathematics learning in students at the Hispano América Educational Unit. The line of research focused on the evaluation of learning, and at the conclusion of the proposal, an increase in participation and academic achievement was observed. This strategy proved to be effective in raising the average of the evaluations. In addition, it not only promoted a more interactive and entertaining environment, but also contributed to a better understanding and retention of mathematical concepts, making the subject more attractive and understandable.