El papel de la gamificación en el aprendizaje de matemáticas en estudiantes de bachillerato: Un enfoque motivacional para mejorar el rendimiento académico

Abstract

Gamification and mathematics learning This study explores the use of gamification in the learning of mathematics among secondary school students in Ecuador. A quantitative approach was employed using a quasi-experimental pretest-posttest design with a single group. The sample consisted of 17 students aged between 16 and 17 years, all in their final year of high school. The study was conducted in two distinct phases. In the first phase, a traditional teaching and assessment process was applied to the group without the use of gamification elements. Subsequently, a gamified intervention was implemented using digital platforms such as Kahoot, GeoGebra, and other playful activities, followed by a second assessment with the same group of students. For data analysis, the statistical method known as Student’s t-test was used in both phases. The results of both assessments were compared to determine the effect of gamification on students’ academic performance. The findings showed a significant improvement in students' grades after the gamified intervention. Additionally, increased engagement and participation were observed during the gamified activities, suggesting a positive impact not only on academic performance but also on students' attitudes toward learning mathematics. It was concluded that gamification, by integrating motivational elements such as rewards, friendly competition, and immediate feedback, can serve as an effective pedagogical strategy to enhance both students’ performance and interest in mathematics. These findings provide relevant evidence supporting the usefulness of incorporating active methodologies in Ecuadorian school settings.