Gamification as a teaching strategy to strengthen academic motivation in the subject of Inclusive Education

Abstract

The objective of this study was to design a didactic strategy based on the Blooket platform to strengthen academic motivation in the subject of Inclusive Education among fourth-semester students of the Education degree at the Universidad Estatal del Sur de Manabí, Ecuador. The research involved a population of 40 students from parallel "C", applying a diagnostic questionnaire to assess perceptions of current teaching methodologies. The results revealed that, while conventional practices are functional, there is a need for diversification due to the lack of active participation observed in certain student groups. In response to this situation, the design of a gamified strategy based on Blooket was proposed to promote both intrinsic and extrinsic motivation through interactive dynamics. Data analysis indicated a predominantly positive assessment regarding the integration of digital tools, highlighting their potential to enhance content comprehension and student engagement. It is concluded that gamification is established as a pertinent resource in inclusive higher education, significantly contributing to the development of digital and pedagogical competencies in future teachers.