Gamificación como estrategia para la enseñanza-aprendizaje de la multiplicación, subnivel básica media, Escuela Enrique Mora Sares, Machala 2021-2022

Abstract

The development of the research project is based on determining the influence of gamification used as a strategy in the teaching-learning of multiplication to strengthen learning and encourage students of the middle basic sublevel of the Enrique Mora Sares Educational Unit, period 2021-2022 to be participants in active and innovative classes, in such a way that the importance of gamification as a new alternative pedagogical method can be recognized, which also includes the use of new technologies. For the development of the project, a methodology with a mixed approach was carried out, thus coupling the quantitative and qualitative method to respond to the research problem, starting from observation and then evaluating the phenomena that allow the elaboration of ideas and assumptions and subsequently be corroborated through the analysis and collection of empirical data. For its part, the level of research of this project is explanatory and descriptive. Explanatory because it focuses on establishing the cause and effect of the variables, in turn verifying the hypotheses and descriptive because the research problem and the variables are detailed through the collection of information. After the application of instruments and their respective analyses, it was possible to establish that there are several factors that cause problems when learning about multiplication and one of them tends to be demotivation, thus causing a lack of interest and attention of the students. students for wanting to learn. This problem is mainly due to the lack of innovative strategies and methodologies in teachers, who are not motivated to use education-oriented technologies, since they consider this aspect a great investment of time and therefore prefer traditionalism focused on in repetition, note-taking and copying and pasting.

It is for this reason that, as researchers, we have encouraged teachers to use gamification as an exceptional strategy in teaching the contents of multiplication, therefore, through the realization of an educational blog, determined as a proposal, reflected gamified digital tools to be used as resources of the investigated strategy. In said blog, a series of procedures are reflected to be able to use those cybernetic sites in the classroom, to know

their function and the great space that it covers for other educational branches. That is why, after knowing the reality of teaching-learning in this mathematical aspect, such as

multiplication, we determined that gamification is important, in such a way that it was possible to establish that its benefits as a strategy for the teaching-learning of multiplication are active participation, motivation, the development of creativity, fostering group work, competition and autonomy, since when applied correctly within the classroom environment through the use of the mechanics of online video games, or the platform and the gamified digital tools established in the blog, unique sensations are experienced that keep the student active and participatory during the learning process.