Software educativo gamificado para el incremento de la participación activa.

Abstract

The purpose of this graduation project is to create a gamified educational software as a teaching strategy to increase active participation among students. For the development of this proposal, observations were made at "Luis Amando Ugarte Lemus" school, where it was determined that students have various learning problems. Among these, researchers decided to focus on the lack of active participation in the subject of Language and Literature among eighth-grade students in parallel "B," under the guidance of Licentiate Yamina Armijos, consisting of 21 students. This issue was highlighted due to its importance in education, as active participation leads to greater engagement with the content and increased likelihood of retaining information by connecting previous knowledge with new concepts. Additionally, it fosters deeper and more meaningful learning by allowing students to share ideas with their peers, promoting active knowledge exchange, effective communication, and the development of critical thinking and problem-solving skills. The educational software was developed using Visual Studio Code with the JavaScript programming language. The ADDIE methodology was applied for its development, as it is suitable for its systematic and flexible approach that focuses on user needs with careful planning, ensuring that the content is relevant, engaging, and effective for student learning. Furthermore, its evaluation phase is essential for collecting feedback on necessary software adjustments and assessing its impact on users. The first trial of the educational software, called 3L, was conducted with the teacher, who provided her unit plan to guide researchers in creating resources, activities, and assessments within 3L. After presenting and navigating through the sections and elements mentioned above, an interview was conducted to determine if the software is appropriate for her students and teaching process, particularly to assess if it would enhance their active participation and gather additional feedback on potential improvements. The second and most significant trial involved the students. They were given a survey divided into two parts: a pre-test before the demonstration class and a post-test afterward. This allowed for a comparison of results to determine if the gamified educational software achieved its objective. Statistical analysis of the data collected was performed using the SPSS program. The results confirmed the effectiveness of 3L as an educational strategy in increasing the active participation of eighth-grade students.