La influencia de la gamificación en el proceso de enseñanza-aprendizaje en los estudiantes de educación básica

Judith Amada Fajardo Sánchez; Alexa Yajaira Gaibor Borja; Carmen Mariuxi García Vélez; María Elizabeth Chamorro Granda

doi:10.70577/asce.v5i2.797

Authors

Judith Amada Fajardo Sánchez Unidad Educativa Ismael Pérez Pazmiño https://orcid.org/0009-0008-8799-5165
Alexa Yajaira Gaibor Borja Unidad Educativa Ciudad de Portoviejo https://orcid.org/0009-0005-2294-9190
Carmen Mariuxi García Vélez Unidad Educativa Shushufindi https://orcid.org/0009-0002-3130-4448
María Elizabeth Chamorro Granda Unidad Educativa Shushufindi https://orcid.org/0009-0004-7407-4341

DOI:

https://doi.org/10.70577/asce.v5i2.797

Keywords:

Gamification; Basic Education; Intrinsic Motivation; Academic Performance; Educational Innovation; Teaching-Learning

Abstract

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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