La gamificación como estrategia didáctica para el aprendizaje de historia en bachillerato

Abstract

Abstract: The study aimed to analyze the impact of ICT-mediated gamification as a teaching strategy in the learning process of the History subject in third-year students of General Unified Baccalaureate to identify its pedagogical effectiveness during the 2025-2026 academic year. The methodology was developed under a mixed approach and a quasi-experimental design with pre-tests and post-tests, comparing the results before and after the intervention with gamified strategies. The population consisted of students and teachers from the Bellamaría Educational Unit, and the sample was selected intentionally. The instruments used included Likert-type questionnaires, semi-structured interviews, and objective tests, whose validity and reliability were ensured through expert judgment and Cronbach's alpha. The results showed a significant increase in academic performance (34% improvement between the "walls and posts" method), high student motivation, greater active participation, and positive perceptions of the subject. Furthermore, the teachers highlighted the potential of branching to strengthen critical thinking and historical understanding. It is concluded that gamification is an effective, motivating, and relevant pedagogical strategy for the area of history.