Uso de la gamificación para la motivación en el aprendizaje de ecuaciones de primer grado para los estudiantes de octavo año de EGB de la Unidad Educativa Huertas

Abstract

Abstract: This study analyzed the effect of gamification on motivation regarding the learning of first-degree equations among eighth-grade students at the Huertas Educational Unit. A quantitative, applied approach was employed, utilizing a quasi-experimental design with non-equivalent groups. Thirty-four students participated, distributed equally into a control group and an experimental group. Data were collected using a Likert-scale questionnaire designed to assess gamified resources, affective motivation, perceived competence and understanding, autonomy, collaboration, and the reduction of the fear of making mistakes. Descriptive analysis revealed a mean score of 2.46 for the control group and 1.84 for the experimental group, representing a difference of 0.62 points. Student's t-test confirmed statistically significant differences t(32) = 3.158, p = 0.003 and a large effect size (d = 1.08). The study concludes that gamification fostered motivation and the learning of equations; furthermore, students in the experimental group exhibited significantly higher levels of affective motivation, perceived competence and understanding, and psychosocial motivation associated with learning equations compared to the control group.