entorno virtual de aprendizaje gamificado para la optimización del proceso de enseñanza aprendizaje en la asignatura educación cultural y artística de los estudiantes de noveno “d” colegio de bachillerato “nueve de octubre”

Abstract

The project titled "Gamified Virtual Learning Environment for Optimizing the Teaching-Learning Process in the Subject of Cultural and Artistic Education for Ninth 'D' Grade Students of 'Nueve de Octubre' High School" has as its main objective the implementation of a gamified learning environment. This strategy aims to optimize the teaching-learning process in the subject of Cultural and Artistic Education by improving the motivation and engagement of the ninth 'D' grade students. Gamification, as an innovative educational strategy, seeks to foster a more dynamic and interactive learning experience that captures the interest and active participation of students. The central problem addressed in this study is how to optimize the teaching of Cultural and Artistic Education for the ninth 'D' grade students of 'Nueve de Octubre' High School. The traditional teaching methodology has proven insufficient to capture the interest and active participation of students in this subject. This has generated the need to explore new pedagogical strategies that can improve these aspects and implement a more efficient and attractive approach. For the development of the project, a methodology was adopted that facilitates flexible and efficient project management, improving transparency and collaboration within the work team, which are fundamental factors for the project's success.

The study is correlational, seeking to identify and analyze the relationships between the implementation of gamification and the outcomes in the teaching-learning process. Likert-type surveys were used to collect data on students' perceptions and attitudes towards gamification. Additionally, interviews were conducted to obtain a deeper understanding of their experiences and opinions. The collected data were analyzed using specialized software, allowing for rigorous statistical analysis, both quantitative and qualitative. This mixed approach provides a comprehensive view of the effects of gamification on students' learning. One of the specific objectives of the prototype developed in this project is to analyze the characteristics and benefits of gamification as an educational strategy in the context of Cultural and Artistic Education. This involves evaluating how game elements such as points, levels, and rewards can influence students' motivation and engagement, thereby improving their academic performance and enjoyment of the subject. Through gamification, it is expected to create a more attractive and effective learning environment where students feel more involved and motivated to actively participate in their own learning process. In the final stage of the project, the resolution of experiences 1 and 2 was carried out using data collection instruments. These instruments allowed for a general analysis and the level of acceptance that the gamified educational software has acquired during its application with ninth-grade students, parallel D of EGB. The results demonstrated a significant improvement in students' motivation and engagement, as well as their academic performance. The conclusions and recommendations derived from this research highlight the importance of gamification as a pedagogical tool in Cultural and Artistic Education.