The influence of gamification on the teaching-learning process in basic education students
DOI:
https://doi.org/10.70577/asce.v5i2.797Keywords:
Gamification; Basic Education; Intrinsic Motivation; Academic Performance; Educational Innovation; Teaching-LearningAbstract
This article aims to analyze the influence of gamification on the teaching-learning process, focusing on the academic performance and motivation levels of basic education students. A mixed-methods research approach with a quasi-experimental design was developed, applying pre-test and post-test measurements to a sample of 60 sixth-grade students (equally divided into control and experimental groups) in the city of Loja. Data collection involved academic performance tests, the Educational Motivation Scale, and field diaries, utilizing the ClassDojo platform for the play-based intervention. Quantitative results demonstrated a statistically significant increase in the academic performance of the experimental group (M=8.75M=8.75) compared to the control group (M=6.80M=6.80), alongside a marked transition from amotivation to high intrinsic motivation. From the qualitative analysis, it became evident that gamification positively redefined the concept of failure, reducing anxiety about making mistakes and fostering resilience and collaborative work. It is concluded that gamification, when guided by clear pedagogical intentionality, constitutes a highly effective strategy that transforms the student's role, promoting active, deep, and socio-emotionally healthy learning.
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Copyright (c) 2026 Judith Amada Fajardo Sánchez, Alexa Yajaira Gaibor Borja, Carmen Mariuxi García Vélez, María Elizabeth Chamorro Granda
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