Gamification And Its Impact On Meaningful Learning In The Subject Of Natural Sciences.
DOI:
https://doi.org/10.70577/asce.v5i1.689Keywords:
Gamification, Meaningful Learning, Natural Sciences, Basic Education, Rural Education, Academic MotivationAbstract
This study aimed to implement gamification to enhance meaningful learning in Natural Sciences among fifth-grade students at Dr. Facundo Vela Educational Unit, located in the rural parish of Facundo Vela, Bolívar province, Ecuador. A quasi-experimental design with pretest-posttest measurements was employed in a single group of 28 students. The intervention consisted of gamified pedagogical activities incorporating elements such as points, badges, levels, narratives, and challenges linked to the Natural Sciences curriculum content over eight weeks. Instruments included a knowledge test (α = .87) and an adapted motivation questionnaire (α = .91). Results showed statistically significant differences between pretest (M = 5.82, SD = 1.34) and posttest (M = 8.14, SD = 1.12) using paired samples t-test (t(27) = 8.47, p < .001, Cohen's d = 1.87). Additionally, motivation toward Natural Sciences learning increased significantly (p < .001). It is concluded that gamification constitutes an effective methodological strategy to foster meaningful learning and motivation in rural educational contexts with limited technological resources.
Downloads
References
Balseca-Castellano, H. F., Moscoso-Bernal, S., y Erazo-Álvarez, J. C. (2022). Gamificación como estrategia de enseñanza de las ciencias naturales en octavo año de educación básica. MQRInvestigar, 6(3), 1753-1773. https://doi.org/10.56048/MQR20225.6.3.2022.1753-1773
Betancur Taborda, M., y Fernández Paradas, A. R. (2024). Gamificación en el currículo de ciencias naturales en educación básica: evidencia empírica de efectividad en el aprendizaje. MLS Educational Research (MLSER), 8(2). https://doi.org/10.29314/mlser.v9iX1.2796
Braun, V., y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bryce, T. G. K., y Blown, E. J. (2023). Ausubel's meaningful learning re-visited. Current Psychology, 42, 17617-17636. https://doi.org/10.1007/s12144-023-04440-4
CEPAL. (2021). Tecnologías digitales para un nuevo futuro. Naciones Unidas.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2.ª ed.). Lawrence Erlbaum Associates.
Cornellà, P., Estebanell, M., y Brusi, D. (2020). Gamificación y aprendizaje basado en juegos. Enseñanza de las Ciencias de la Tierra, 28(1), 5-19.
Fadda, D., Pellegrini, M., Vivanet, G., y Zandonella Callegher, C. (2022). The reality of the gamification methodology in Primary Education: A systematic review. Teaching and Teacher Education, 119, 103845. https://doi.org/10.1016/j.tate.2022.103845
García-López, S., Fragueiro Barreiro, M., y Soto Fernández, J. (2022). Una experiencia de aula basada en la gamificación para la enseñanza de las ciencias de la naturaleza. Escuela Abierta, 25, 79-102. https://doi.org/10.29257/EA25.2022.06
Glynn, S. M., Brickman, P., Armstrong, N., y Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. https://doi.org/10.1002/tea.20442
Hernández-Sampieri, R., y Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.
Khaldi, A., Bouzidi, R., y Nader, F. (2023). Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10, 10. https://doi.org/10.1186/s40561-023-00227-z
Kurnaz, F. (2025). A meta-analysis of gamification's impact on student motivation in K-12 education. Psychology in the Schools, 62(4), 1-18. https://doi.org/10.1002/pits.70056
Li, S., Hew, K. F., y Bai, S. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72, 599-637. https://doi.org/10.1007/s11423-023-10337-7
Li, X., Ma, X., y Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, 1253549. https://doi.org/10.3389/fpsyg.2023.1253549
Ministerio de Educación del Ecuador. (2016). Currículo de los niveles de educación obligatoria. Quito: Ministerio de Educación.
Mora, G. Y., Tamayo, A. V., Lara, F., y Herrera, C. D. (2023). La gamificación y su potencial para la disminución del estrés escolar: caso de una Institución de Educación General Básica ecuatoriana. Revista Educación, 47(2), 454-482. https://doi.org/10.15517/revedu.v47i2.53416
Papadakis, S., y Zourmpakis, A.-I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022
Ramírez Ruiz, J. J., Vargas Sanchez, A. D., y Boude Figueredo, O. R. (2024). Impact of gamification on school engagement: A systematic review. Frontiers in Education, 9, 1466926. https://doi.org/10.3389/feduc.2024.1466926
Ratinho, E., y Martins, C. (2023). The role of gamified learning strategies in students' motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016/j.heliyon.2023.e19033
Ryan, R. M., y Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sailer, M., y Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77-112. https://doi.org/10.1007/s10648-019-09498-w
Stinson, H. (2022). Impacts of remote learning measures on educational access and quality in Ecuador. Current Issues in Comparative Education, 24(2), 163-172. https://doi.org/10.52214/cice.v24i2.9513
Zambrano-Vera, M. D. R., Alcívar-Williams, M. P., y Vergel-Parejo, E. E. (2024). Implementación de la gamificación en el aprendizaje de conceptos de Ciencias Naturales y su influencia en la motivación de los estudiantes. Revista Metropolitana de Ciencias Aplicadas, 7(3), 127-139. https://doi.org/10.62452/2sfnxh53
Zeng, J., Parks, S., y Shang, J. (2024). Exploring the impact of gamification on students' academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(5), 1967-1987. https://doi.org/10.1111/bjet.13471
Zeybek, N., y Saygı, E. (2024). Gamification in education: Why, where, when, and how?—A systematic review. Games and Culture, 19(2), 265-291. https://doi.org/10.1177/15554120231158625
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Cecibel Piedad Vaca Viscarra, Daniela Avalos Espinoza
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
