La gamificación como estrategia didáctica para mejorar el aprendizaje de límites de funciones en segundo año de Bachillerato General Unificado

Abstract

Abstract: The research was developed under the positivist paradigm, with a descriptive scope and a quantitative approach. Its objective was to analyze the impact of gamification as a didactic strategy on the academic performance of Second-year students of the Unified General Baccalaureate for learning the calculation of limits of functions. It started from the design of a pedagogical proposal that included games in the consolidation phase of the classes, after its implementation the degree of satisfaction perceived by the students and its influence on academic performance was determined by the calculation of function limits. When analyzing the results obtained after applying the data collection instruments, it was possible to establish that the students rated the following dimensions as favorable and very favorable: fun, absorption, creative thinking, activation, absence of negative effect, and mastery; At the same time, it was possible to establish that gamification has a positive influence on student performance, for which the implementation of gamified experiences within the classroom is recommended since they positively influence the teaching-learning process.