Gamificación como metodología activa para potenciar el aprendizaje significativo en Matemática en estudiantes de sexto año de Educación Básica de la Unidad Educativa Alfredo Pérez Guerrero, ciudad de Milagro

Abstract

Abstract: The objective of this study was to determine which gamified approach progressive levels or badges most significantly influences active participation and academic performance during the learning of addition and subtraction of like and unlike fractions in sixth-grade students at the Alfredo Pérez Guerrero Educational Unit in Milagros, Bolivia. To achieve this, an initial diagnostic assessment was conducted, an innovation project was designed and implemented, and the results were evaluated. The research employed a quantitative approach, with pre- and post-intervention data collected from two groups of 20 students each. A structured questionnaire, validated by experts, was administered before and after the gamified intervention; the data were processed using descriptive statistics. The results showed significant improvements in both groups, with the badge-based approach yielding higher performance. The difference between the approaches did not reach statistical significance. The study concludes that gamification strengthens active participation, conceptual understanding, and academic performance.