JORGE EDUARDO PUJOS CHIMBORAZOJESSICA CAROLINA PÉREZ YAMBAYVIVIANA FABIOLA PINOS MEDRANO2026-09-212026-09-212025-09-11https://repositorio.uees.edu.ec/handle/123456789/5369This study aimed to evaluate the impact of a gamification strategy mediated by the Genially platform on the learning of linear equations among tenth-grade students at The British School in Riobamba. The research stems from the need to incorporate innovative methodologies that address the persistent challenges associated with the learning of algebraic thinking, a topic that traditionally presents considerable difficulties in mathematics education. A mixed-methods quasi-experimental design was conducted, consisting of an experimental group and a control group. Quantitative and qualitative instruments—including academic tests, classroom observations, and semi-structured interviews—were applied to obtain a comprehensive view of the learning process. The results revealed a significant improvement in academic performance within the experimental group (Δ=2.2), with a normalized gain of 0.68 and a large effect size, demonstrating the effectiveness of the gamified strategy. Additionally, students expressed highly positive perceptions of the methodology, emphasizing active participation, intrinsic motivation, and continuous feedback provided by the Genially interactive environment. In conclusion, Genially-based gamification emerges as an effective pedagogical approach to foster meaningful learning of linear equations, enhance student motivation, and enrich the overall educational experience in mathematics classrooms.esGamificaciónGeniallyecuaciones linealesaprendizaje matemáticoeducación básica superiorThesis