Influencia de la gamificación para favorecer el desarrollo del aprendizaje en las instituciones educativas multigrado.

Abstract

The main objective of this project is to investigate the implementation of gamified microcurricular activities to enhance learning in multigrade classrooms with children aged 3 to 5 years old. A study combining theoretical and empirical methods was conducted to collect and analyze data. In the theoretical framework, the importance of gamification as a pedagogical tool to promote learning and children's participation in multigrade educational environments was examined. The positive influence of games as gamified strategies in the learning process of early childhood education was highlighted. The research was conducted using a mixed- method approach, employing theoretical methods such as inductive-deductive, analytic- synthetic, and empirical methods. Techniques such as interviews and observations were used to gather relevant information. The results obtained from expert assessment showed a high acceptance and validation of the proposal. The scores obtained in the evaluated criteria indicated the relevance, clarity, and contribution of the proposal, as well as its suitability for implementation and applicability in the field of study. Based on the results, it is concluded that gamification is an effective tool to promote learning and children's participation in multigrade classrooms. The literature review provided a solid foundation for understanding the theoretical and conceptual fundamentals of gamification in early childhood education. Furthermore, the importance of adapting gamified strategies to the specific needs and abilities of children was emphasized, along with establishing a flexible pedagogical structure that promotes active and meaningful learning. The validation of the proposal by experts confirmed its relevance, applicability, and other positive characteristics in the field of study. These findings support the robustness of the proposal as an effective pedagogical tool to enhance learning in children in the multigrade educational context. In conclusion, this thesis has demonstrated that the implementation of gamified microcurricular activities is a relevant and effective strategy to enhance learning in children aged 3 to 5 years old in multigrade classrooms. The results support the validity and quality of the proposal, providing a solid foundation for its implementation in the educational context. An integral approach and adequate planning are recommended, including teacher training, appropriate resources and tools, as well as continuous evaluation of the results obtained.