Gamification as an educational strategy in the learning of arithmetic for elementary school students

Abstract

Arithmetic knowledge in the education of students of General Basic Higher Education (EGBS) is fundamental, since it is the basis of mathematics and its branches, such as Algebra, Geometry and Calculus. This research work seeks to contribute to the improvement of arithmetic learning through gamification as a pedagogical tool for eighth grade EGBS students. For this purpose, a quantitative methodology was used to measure learning progress, develop didactic material with educational games as pedagogical tools and evaluate the evolution of arithmetic knowledge, with the objective that students reach the minimum knowledge required according to the educational standards established by the Ministry of Education for the eighth grade of EGBS. In addition, the inductive method was applied, obtaining conclusions from the observation of specific facts by grouping students and having them develop the proposed material. This allowed establishing precise conclusions, showing that 100% of the students satisfactorily surpassed the knowledge required for their level. In conclusion, it was determined that gamification through didactic material with educational games is an adequate methodology in the face of the large amount of distractions faced by young students both in society and in technological social media.