Gamificación como estrategia pedagógica para la retroalimentación en la asignatura de ciencias naturales de los estudiantes de séptimo año de educación general básica de la unidad educativa “ciudad de machala”

Abstract

This research analyzes gamification as a pedagogical strategy for feedback in the subject of Natural Sciences in seventh-year students of basic general education at the “Ciudad de Machala” Educational Unit in Machala – Ecuador. Gamification, understood as the incorporation of game elements in educational contexts, is presented as an innovative alternative to improve interaction, motivation and understanding of the content. In this study, feedback was applied through AhaSlides, an interactive digital tool that allows learning to be assessed through surveys, questionnaires and dynamic activities in real time. The use of this platform facilitated the active participation of students, promoting more meaningful learning and reinforcing the understanding of the topics addressed in the subject. In addition, it allowed the teacher to carry out a detailed monitoring of student progress and adapt her pedagogical strategies according to the specific needs of each student. The methodological approach applied was mixed, which allowed to analyze the impact of gamification and digital feedback on academic performance and the attitude of students towards learning. Through data analysis, patterns of improvement in motivation, participation and knowledge retention were identified, showing that the integration of interactive tools within the classroom fosters a more dynamic and effective learning environment. The results obtained suggest that gamification with AhaSlides not only increases students' interest in the subject, but also strengthens the teaching-learning process, making it a more attractive and enriching experience. This research highlights the importance of incorporating innovative methodologies in basic education to enhance academic development and encourage autonomous and meaningful learning.