Effect of gamification on the motivation of sixth-grade students in learning mathematics
DOI:
https://doi.org/10.63688/ms5vnw63Keywords:
gamification, student motivation, mathematics, basic educationAbstract
Gamification has established itself as an innovative pedagogical strategy that enhances student motivation within the educational environment. This study examined the effect of implementing gamified activities on the motivation of sixth-grade students in mathematics at Unidad Educativa Santiago de Quito. The central objective was to analyze how these strategies influenced students' interest, participation, and enjoyment during classes.
To achieve this, a mixed-methods approach was employed. In the quantitative phase, a questionnaire was administered to a group of 35 students using Likert-type scales to assess various aspects of motivation. Simultaneously, in the qualitative phase, semi-structured interviews were conducted with six teachers to explore their perceptions of the implementation of these strategies. Data analysis was carried out using statistical and thematic techniques, integrating both perspectives to obtain a more comprehensive understanding of the results.
The findings revealed a significant increase in student motivation, reflected in higher levels of interest and enjoyment in learning mathematics. Additionally, teachers highlighted that gamification fostered a more dynamic learning experience, encouraged active student participation, and facilitated the comprehension of mathematical concepts. However, certain challenges were identified, such as the need for further teacher training and the time required to design effective activities.
In conclusion, this study underscores the positive impact of gamification in basic education, emphasizing its potential to transform pedagogical practices and serving as a reference for future research in the field.
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