Gamificación como herramienta estratégica didáctica para fortalecer el aprendizaje de la asignatura de estudios sociales en estudiantes de tercero básica

Abstract

The present investigation was carried out at the School of Basic Education "Dr. Eulogio Serrano Armijos" located in the city of Machala, with the participation of the Social Studies teacher. Atty. Paul Romero and with the support of the students of the Third Year of EGB parallel "A". Currently, gamification has managed to obtain a lot of importance in the day to day of people, particularly teachers and students, in such a way, they leave the traditional in the past and convert each of their duties into interactive activities that require the use of new technologies. Therefore, teachers are required to learn new innovative techniques and didactic strategies that allow them to be used in a useful way in their classes through the types of different gamified technological tools to achieve good interaction and communication between students and teachers. You should start working with this strategy, in such a way that it will help the student to socialize and strengthen their learning, making it possible for them, with the help of the teacher, to develop competencies, abilities and skills, since this strategy helps to reinforce their educational experiences. Society currently needs teachers who are motivated and above all trained to be able to face the changes that occur within the educational units. Teachers must use technology as support for the Teaching-Learning Process. The objective to achieve from this research is to use gamified tools and through them strengthen the learning of Third Year EGB students in the subject of social studies, the SCRATCH tool was chosen since it involves not very complex programming, for Therefore, the students will find it more interactive, since it is programmed with blocks. It also helps us to create interactive games through which it will be possible to gamify within the classroom. In addition, in this titling project, a qualitative and quantitative approach was proposed. For the development of the prototype used, the ADDIE methodology was used; For the construction of the resource with a gamification approach, the guidelines provided by the tutor teacher will be used as a basis. The integration of technological resources within the development of the prototype is considered essential, because the various tools facilitate us and provide us with various interactive scenarios that are favorable to meet the objectives of the proposed titling project. Within the execution of the prototype, data collection techniques were applied such as surveys, interviews which were used after the application of the Scratch tool with a gamifying approach within the classroom, in order to identify strengths, opportunities and weaknesses of the same. In addition, meetings were held with the students and the tutor teacher, in order to identify and apply the pertinent improvements. Finally, according to the analysis carried out, it is concluded that the use and development of gamification, educational technology and innovative educational tools improve and strengthen the teaching and learning process in students, in turn active participation and allows the development of skills and competencies.