La gamificación como estrategia para el aprendizaje significativo de historia en primero de bachillerato

María Janet  Pabón Portillo; Víctor Hugo  Coral Quiguantar; Kleber Homero  Usiña Carlosama; Enríquez Chuga  José Pedro

doi:10.59169/pentaciencias.v7i4.1587

Authors

María Janet Pabón Portillo Universidad Tecnológica Latinoamericana en Línea https://orcid.org/0009-0000-0140-2560
Víctor Hugo Coral Quiguantar Universidad Politécnica Estatal del Carchi https://orcid.org/0009-0007-6595-0540
Kleber Homero Usiña Carlosama Universidad Tecnológica Latinoamericana en Línea https://orcid.org/0009-0006-5106-3345
Enríquez Chuga José Pedro Universidad Tecnológica Latinoamericana en Línea https://orcid.org/0009-0003-9609-8910

DOI:

https://doi.org/10.59169/pentaciencias.v7i4.1587

Keywords:

Gamification; meaningful learning; digital competencies; virtual tools.

Abstract

The research was designed with the objective of evaluating gamification strategies focused on meaningful learning in the subject of History, with first-year high school students from an Educational Unit in the Bolívar canton, Carchi, Ecuador. Methodologically, a mixed approach was used, applied from both quantitative and qualitative perspectives, with a descriptive, documentary, and fieldwork typology. Data collection was carried out through a survey, using a questionnaire consisting of 11 questions addressed to 84 students, 46 male and 38 female, from the five first-year high school classes in the areas of Science, Automotive Mechanics, and Unified General Baccalaureate (B.G.U.). Additionally, an interview was conducted with the two History teachers of the Educational Unit. The validation of the instruments was conducted through expert judgment in the case of the interview, and through inferential calculation using Cronbach’s Alpha for the survey, which yielded a value of 0.804, confirming the validity and reliability of the instrument. The results showed percentage trends that reflect a medium-to-low assessment of the importance and use of gamified strategies in the teaching of History. In conclusion, both teachers and students recognize the importance of implementing gamification strategies in the teaching and learning of this subject, to enhance motivation, collaboration, inclusion, and cognitive accessibility, allowing students to achieve meaningful learning.

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