Gamificación para fomentar el aprendizaje de la matemática básica

Abstract

Abstract: The study explores gamification as an innovative strategy to improve active learning of basic mathematics, focusing on the topic of derivatives. The research was conducted with 34 third-year high school students, using a non-experimental design with a mixed approach. Initially, a pretest was applied to evaluate the knowledge acquired through traditional classes, obtaining a mean of 3.13. Subsequently, learning was reinforced with a gamified application, and a post-test revealed an increase in the mean to 4.61. The interview was employed, using the questionnaire as the research instrument which was validated by experts and observation, ensuring the reliability of the data, which reflected homogeneous variances. The hypothesis that gamification improves learning was confirmed by the Student's t-test, with a significance level of 5% and a p-value of 0.000. In conclusion, the playful workshops using gamification proved to be effective in enhancing academic performance in the learning of derivatives, highlighting their positive impact on the teaching of mathematics.