A gamification-based teaching strategy to strengthen mathematics teaching and learning in children

Abstract

Introduction. The implementation of gamification is presented as a promising strategy to promote motivation, collaboration, and engagement in the educational environment and facilitate the understanding of mathematical content and operations. However, the need for teachers to possess the skills to properly implement it is emphasized. Objective. To design a gamification-based teaching strategy for the teaching-learning process of mathematics in a virtual environment for sixth-grade students at the Ciudad Ibarra Educational Unit. Methodology. A mixed-method approach was selected, an explanatory research approach. Data collection was carried out through a semi-structured interview with the principal and a survey for students and teachers. Results. The principal interview and surveys reveal a positive perception of gamification but highlight a lack of teacher training and resources. Ninety percent of teachers believe gamification improves comprehension and motivation, although only 38% know how to implement it. Seventy-five percent of students are motivated by games, and 85% want them to be used consistently in mathematics. However, few teachers frequently use digital tools. Conclusion. Based on the results, we conclude that there is a need to implement strategies based on captive methodologies such as gamification. This encourages teachers and students to use this resource. This promotes holistic development, i.e., at the cognitive and emotional levels by increasing motivation and social levels by focusing on collaboration. General Area of Study: Education. Specific area of study: Mathematics. Type of study: Original Article.