Gamificación como estrategia inclusiva para la atención a la diversidad en la educación básica media: barreras docentes y propuestas de prácticas innovadoras

Abstract

Abstract: This study addresses gamification as an inclusive strategy for diversity in middle primary education: teaching barriers and proposals for innovative practices, with the objective of diagnosing the barriers faced by teachers when implementing didactics and proposing methodologies that ensure equitable participation. The research was executed using a mixed methodology employing a progressive descriptive design. The sample integrates teachers from the Unidad Educativa República de Ecuador, selected through non-probabilistic sampling. The technique in the qualitative dimension was observation with the observation sheets instrument. Meanwhile, the quantitative technique was the survey, and the instrument was the Likert scale. The main findings reveal that although pedagogical willingness exists, the primary barriers are limited technical training and insufficient adjusted digital resources. Likewise, gamification, when planned with the Universal Design for Learning, eliminates access disparities and boosts the adaptation of learning. Finally, educational innovation implies transforming the teaching conception regarding attention to diversity and technological tools to foster inclusive classrooms. This research highlights the essential shift required to bridge the gap between current classroom challenges and effective, modern pedagogical integration strategies within the school environment.