https://alfapublicaciones.com/index.php/alfapublicaciones <p>Alfa Publicaciones</p> Ciencia Digital Editorial es-ES AlfaPublicaciones 2773-7330 https://alfapublicaciones.com/index.php/alfapublicaciones/article/view/602 <p>Introduction. ADHD affects children's academic and social performance, making it difficult for them to be included in Physical Education. Gamification, such as “Just Dance,” can improve motivation and motor control. Objective. To explore the effectiveness of “Just Dance” as a gamification strategy in PE to promote the inclusion of students with ADHD. Methodology. A mixed approach was used with quantitative and qualitative observations in 21 students, including three with ADHD. The gamification strategy was developed in eight levels with multisensory activities, analyzing inclusion through descriptive statistics and content analysis. Results. Gamification improved social interaction, emotional self-regulation, and motivation of students with ADHD. Greater group cohesion and social acceptance were observed, reducing impulsive behaviors and improving concentration. Conclusion. The gamification strategy “Just Dance” promoted the inclusion of students with ADHD in Physical Education, improving their social interaction, self-regulation, and motor skills. Adaptive gamification proved to be effective for educational inclusion. General Area of Study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.</p> July Janina Ramos Barrera Jorge Armando Tenorio Hurtado Lenin Esteban Loaiza Dávila Giceya de la Caridad Maqueira Caraballo Copyright (c) 2025 AlfaPublicaciones 2025-04-03 2025-04-03 7 2 6 25 10.33262/ap.v7i2.602 https://alfapublicaciones.com/index.php/alfapublicaciones/article/view/603 <p>Introduction. Gamification, an innovative didactic strategy, has proven to be effective in the teaching-learning process of natural sciences in second year elementary school students. Objective. The purpose of this study was to analyze gamification as a didactic strategy to improve the teaching-learning process of Natural Sciences in second-year elementary school students. Methodology. For this purpose, a mixed, exploratory, descriptive, and applied approach was used. Classroom observation, performance test and interview were used. The sample consisted of 16 students and 4 teachers of the second year of EGB. Results. The initial diagnosis showed that most teachers associate gamification with digital platforms, limiting its pedagogical potential. Students showed superior performance in basic concepts of Natural Sciences. Observation highlighted their interest and participation. The proposal included interactive activities, improving learning, motivation, and socioemotional skills. Conclusion. It is concluded that gamification emerges as an innovative and effective didactic strategy to teach Natural Sciences to second year elementary school students. By combining game elements with educational objectives, this technique promotes active, participatory, and meaningful learning, providing students with the necessary skills and competencies to understand and apply scientific concepts in their daily lives. General Area of Study: Education. Specific area of study: Gamification. Type of study: Original articles.</p> Paulina Marison Cargua Andrea Jacqueline Amaya Cortez Keila Herrera Rivas Elizabeth Vergel Parejo Copyright (c) 2025 AlfaPublicaciones 2025-04-10 2025-04-10 7 2 26 57 10.33262/ap.v7i2.603