implementación de gamificación para motivar la atención de estudiantes de quinto egb de la escuela de educación básica “isabel la católica” en matemáticas

Abstract

A research was carried out with the aim of evaluating the impact of gamification to motivate fifth grade students of the “Escuela de Educación Básica Isabel la Católica” in the subject of mathematics. Using a sample of 37 students, a Likert scale was applied to evaluate the changes in their level of motivation and attention before and after the intervention. We used a mixed approach, which integrated a variety of gamification techniques, such as reward systems, challenges, competitions and game elements, offering students a more dynamic and captivating educational experience, transforming traditional classes and taking mathematics to another level where they can have interactive theory and practice as well as a fun class. For the students, mathematics was much better, where we were also able to observe the students who had a more positive and enthusiastic way, they were more motivated and focused on playing in class, the participation of each of the students was very valuable to us since it showed that we had done a good job with the prototype. Having applied the Likert scale, which showed a significant increase in scores, which was related to their level of interest, active participation and concentration in the lessons carried out. The results through the Likert scale, 32% of students were more interested in the subject, while 68% were more focused and concentrated on the activities. In addition, the personal observation of the tutor teacher confirmed the findings, indicating that the students were more engaged and enthusiastic about the assigned tasks. Students in the mathematics area of ​​​​the fifth EGB are more interested in the gamification taught in classes since it motivates them to learn mathematics. It could awaken the interest and participation of students and significantly improve their academic performance in the subject by making the learning environment more attractive and interactive. The aforementioned results confirm that gamification works well to increase the interest and concentration of secondary school students when exposed to mathematical material. In order to maximize the teaching cycle and prepare students for the challenges ahead, it is pertinent to recommend the frequent inclusion of these elements in the development of the study plans and in the pedagogical proposal of this subject. In conclusion, the incorporation of playful resources really provides support to students. Having the ability to solve problems, difficulty in achieving their goals thus allowing them to improve in the area of ​​mathematics. Gamification generated a dynamic learning environment in the classroom, we were able to achieve our goal of helping to improve the cognitive development and emotional state of students, resulting in more meaningful and lasting learning.